BULLETIN OF THE EXTENSION 
DIVISION, INDIANA UNIVERSITY 



Entered as second-class mall matter, October 15, 1915. at the post-office at Bloom- 
Ington, Indiana, under the Act of August 24, 1912. Published monthly, by Indiana 
University, from the University Office, Bloomington, Indiana. 



Vol. V 



BLOOMINGTON, IND. 



No. 11 



^^- X^'^^0 




Parent-Teacher Associations 



By 



Edxa Hatfield Edmondson, Ph.D., 
Executive Secretary. Indiana Parent-Teacher AsuocUition 

and 

Field Worker. Public Welfare Herrice, Extension Division, 
In diana JJn i rersity 



JULY, 1920 



Monograph 



Foreword 



The very rapid development of parent-teacher associations in the last 
few years, their unique position among social organizations in the com- 
munity, and their unusual opportunities for usefulness make it important 
that there be a proper understanding of their function, their field of activi- 
ties, and their relations to other social organizations. 

In the preparation of this pamphlet various sources of information 
have been drawn upon. Publications of the National Congress of Mothers 
and Parent-Teacher Associations, of the Indiana Parent-Teacher Associa- 
tion, and of the Extension Divisions of Iowa and Wisconsin have furnished 
valuable suggestions. Other sources of information have been reports and 
personal letters of local parent-teacher associations in Indiana and per- 
sonal conferences with the state president of the Indiana Parent-Teacher 
Association. 



n; of i^. 

jEP 29 1920 






Contents 



Parent-Teacher Associations — Page 

Purpose 5 

Activities 8 

How to Organize 12 

County and City Parent-Teacher Councils 15 

Joining the State and National Associations 15 

Types of Schools 16 

High School Parent-Teacher Associations 17 

Rural Parent-Teacher Associations 17 

Successful Parent-Teacher Associations 19 

History of the Movement and the National Oranization — 

History of Parent-Teacher Associations 22 

History of the National Organization 22 

Organization 23 

National Convention 23 

Membership in the National Congress of Mothers 24 

Founders' Day 24 

Financial Support 24 

The Child Welfare Magazine 24 

Cooperative Arrangements with National Organizations 25 

The Indiana Parent-Teacher Association — 

History 26 

Organization 26 

Counties and Cities 27 

Annual Convention 28 

Membership and Affiliated Associations 28 

State Organizer 28 

Financial Support 29 

Monthly Bulletin 29 

Activities of the Association 29 

Cooperative Arrangement with the Extension Division of Indi- 
ana University 30 

Home Reading Courses in the Extension Division of Indiana 

University 30 

Cooperation with the Indiana Child Welfare Association 31 

Cooperation with the Indiana State Teacher Association 31 



4 BlLLKTIN. OP TUB ExTKNSION DIVISION 

Papers Read at the State Convention of the Indiana Parent- 
Teacher Association — Page 

President's Address. Mrs. Hence Orme 32 

An Adventure in Rural Health Service. Miss Amalia Bengston. . 37 
Fundamental Concerns of the Parent-Teacher Association. L. N. 

Hines .'.... 41 

Phj^sieal Education in the Public Schools. George E. Sehlafer. ... 43 

Safety First. H. E. Meginnes 46 

The State — An Offender. Judge James A. Collins 47 

Mothers of Men. Mrs. Alice French 52 

The Real Meeting-Place of Home and School. Rev. Prank S. C. 

Wicks 54 

Vocational Guidance. G. I. Christie 56 

Why Children Reach the Juvenile Court. Judge Frank J. Lahr. . 63 

The Rural Schools. W. W. Black ' 68 

Appendix — 

Survey of High School Life and Conditions in Fort Wayne, Ind. . . 70 

Suggested Constitution and By-laws for Local Parent-Teacher 
Associations (adapted from Constitution suggested by the 
Indiana Parent-Teacher Association and the Constitution and 
By-laws of the Rose Hill High School Parent-Teacher Associa- 
tion of Jeffersonville, Ind.) 71 

Suggested Constitution foy Parent-Teacher Councils in Counties 
and Cities (adapted from Constitution suggested by the 
Indiana Parent-Teacher Association and by the National Con- 
gress of Mothers and Parent-Teacher Associations) 73 

Constitution and By-laws of the Indiana Parent-Teacher Associa- 
tion 74 

Child Welfare Study Topics . . . .' 79 



Parent-Teacher Associations 



PURPOSE 



TiTE purpose of the parent-teacher association is to Virin.n the liome and 
school tojietlier in the interest of the chiUl. 

The home and the school are the two most important ajrencies in the 
training of children. With the differentiation of the school as a specialized 
institution cliarged directly witli the education of children has gone a 
gradual growing apart of these two forces. As long as teachers "boarded 
"round" a very personal relationsliip existed between the homes in the com- 
munity and the school. Even after this custom ceased tliere were the 
gatherings of the parents at the school for pie socials, spelling matches, 
Friday afternoon exercises to hear the children "speak their pieces", and 
basket dinners on the "last day of school" to maintain this friendly personal 
relationship. 

But with the passing of the.se customs and the growing complexity of 
community life has come about a formal relationship between the home and 
the school characterized if not by actual hostility and a working at 
cross purposes, at least with a lack of understanding and indifference. 
And yet the problems dealt with by the home and the school are the very 
ones for which a common standard of both institutions is necessary in 
the best interests of the child. 

Both institutions contribute to the training of the child and both should 
therefore cooperate in that training. The managers of these two institu- 
tions are the teachers and boards of education on the one side and the 
fathers and mothers on the other. The teacher has charge of the child 
about six hours out of the twenty-four, and the parents supposedly have 
charge of him the other eighteen hours — under the teachers about thirty 
hours a week for about thirty-six weeks of the year at best, and under 
the parents the rest of the time. An agreement of these two .sets of mana- 
gers on common policies and common methods would help greatly in bring- 
ing about the best results. 

If parents thoroly understand the school — by personal acquaintance 
with the teachers, by visiting the school during class work, by a study of 
the course of study — if they thoroly understand what the school work is, 
what the school is doing and trying to do for the child and the community, 
they can do many things to make that work effective. They are likely to 
be more sympathetic and appreciative of the efforts of the child. They 
begin to see their responsibility in helping along the work of the schools. 

In the beginning of his school life parents can help very much to adjust 
the child to his change of environment by picturing the school to him as a 
happy, desirable place to be rather than a place of severity and pimish- 
ments. His change from the informal life of his home to the necessarily 
formal atmosphere of the schoolroom will be made much easier and the 



C Bl'TJ.l'yn.N' OF TIIK KXTRNSION BlVISlON 

consequoiit liisk of the teachers much lighter if habits of obedience and 
respect for anthority have been well grounded long before school age. 

Upholding the authority of the teachers in the presence of the child 
not only helps the teachers directly, by increasing respect for their own 
anthority, but indirectly in their efforts to train the child to have a proper 
ix>s])cet for all authority. While the admonition of the pioneer father (not 
tli(> mother, be it noted) to his son. "If you got a lickin' at school, I'll give 
yon another at home", smacks more of severity than of reasonableness, 
it can at least be partially justified on the ground of the principle involved 
and the intent back of it. Refraining from criticizing the teachers in the 
presence of the child and never on the basis of the child's statements alone, 
goes far toward retaining the respect of the child for his teachers. An 
expression of Interest and appreciation of the teachers' efforts shown by 
inviting the teachers into the home, or to a drive or to an entertainment 
helps to inspire the child with that same appreciation and with an increased 
loyalty to the teachers because of the evident friendship of his parents. 

Parents who are in full sympathy with the work of the schools will so 
arrange it that home conditions are conducive to the best school work. 
Because no child can do effective school work unless he is in good physical 
condition, parents will see to it that children get plenty of sleep — children 
under fourteen at least ten hours — ,that meals at home and home duties 
are so arranged that children do not have to hurry unnecessarily to get ofC 
to school ; they will observe school regulations as to infectious diseases, 
and school rules to protect the health of children, and will heed the advice 
of the school authorities as to any physical defects of children discovered 
at school. Such parents will encourage punctuality and require regular 
school attendance, will show an interest in the child's school work, will 
require that home work be done if assigned and provide a quiet place for 
study free from interruptions and with good light, will confer privately 
with the teacher if the child is backward, and will dress the child simply, 
neatly, and modestly. 

These and many other specific ways in which they may be helpful will 
present themselves to parents who understand the schools and who are in 
sympathy with their efforts. 

On the other hand, the teachers who know the home environment, the 
home influence, and the parent's point of view can teach the child much 
more effectively because of their enlarged opportunity for sympathetic and 
complete insight into his individual needs, capacities, and potential powers. 
They can do more in the six hours in which the child is under their care 
because they know the influences surrounding him the other eighteen. They 
are able to make due allowance for the influence of the home in the case of 
good or poor school work and thereby know just where help is most needed. 
They can treat with the child more wisely if they understand just which 
of his characteristics are probably due to his inheritance and which to his 
environment. 

By a complete understanding of home conditions, teachers are able to 
supplement home training in many important details. They may emphasize 
those traits of character which have received least attention at home and 
need not stop to dwell at length upon those where home training is sufficient 
anil siicccssfnl. Tluw may foster cleanliness and neatness and modest. 



I*ai.'ext-Tkaciikk Associations 7 

simple dressing; tliey may encourage consideration for others and urge an 
avoidance of slang or careless language. They can instil a regard for 
civic cleanliness, civic beauty, civic righteousness, a respect for property 
rights, and build up standards of right living in the place of poor ones 
or none at all. They can build up a knowledge of how to play by teaching 
games and fostering a love for them. They can discover if poor work in 
school is due to a lack of time at home to prepare lessons, or to other 
home conditions that might be adjusted. They can guard children's health 
by seeing that the schoolroom has proper ventilation, heat, and light; they 
can prevent children sitting on the ground in wet weather, sitting in school 
with wet shoes, and can notify parents of physical defects discovered at 
school. 

These and many other specilic Wiiys of iiicrcMsiiig (lieir helpfuhiess in 
tiic ti'aining of children will occur to teachers who know the home condi- 
tions of the children in the schools. 







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SCHOOL FEEDING AT HUNTINGTON, IND. 

The parent-teacher association is a modern social device for bringing 
parents and teachers together in frank, Informal, friendly conference for 
u mutual imderstanding of the problems of the home and the school as 
related to children. It acts as a clearing-house of information between 
parents and teachers. Regular meetings on fixed dates save time and 
effort for both. The full free discussion possible there aids in establishing 
the mutually helpful relation that ought to exist between parents and 
teachers. Individual matters can be taken up as general problems, so as 
to give offense to none. Difficulties and misunderstandings disappear 
when discussed over a cup of tea. Meeting in this way, parents and 
teachers teach each other, and both have their points of view changed. 
Parents lose somewhat their highly over-personal attitude to their own 
children by an increased interest in all the children of the school, and 
teachers lose somewhat their highly impersonal attitude because of an 
increased interest in the children as members of individual homes. 



8 UrLiJO'i'iN OK 'nil-; I<]\ticnsion Division 

ACTIVITIES 

Tin- |>;in'iit-l('iichri- iissociiilitm, as an association of parents and teachers 
oi-fjanizod in connection with the school, has for its field of activity the 
study and promotion of child welfare. Only subjects pertaining to that 
field can properly be considered by a parent-teacher association as such. 
Other subjects may be of deep interest to its members, and may even be 
acted upon by them in their parent-teacher meetings, as by any other 
organized group in the community, but such interest and such action are 
beside the purjjose of the organization as a parent-teacher association. 

For purposes of consideration by parent-teacher associations, problems 
in the general field of child welfare fall properly into three divisions : 
those of children of school age in the school and home, those of children 
under school age in the home, and those of children of any age in the 
community. The parent-teacher association, because of its peculiar func- 
tion, its type of organization, and its unique iX)sition in the community is 
best fitted to deal with the problems of the first division — those of children 
of school age in the home and school — and reaches its highest degree of 
usefulness in the community when it clearly recognizes that fact and con- 
fines its chief activities to that set of problems. However, because of the 
clo.«-e relationship of the problems of all three of these divisions — the child 
in the home and school, the child under school age, and the child in the 
community — because the same homes are touched by all these problems, 
and because the school life of the child is so directly affected by all of 
them, it is not wise to draw the lines of differentiation too closely. 

The ideal situation is that in which the parent-teacher association 
assumes a different relationship to each of these sets of problems : when it 
confines its activity in dealing with problems of children under school age 
to a study of those problems with the object of self-improvement, of 
fitting themselves as individual parents to deal more effectively with the 
problems of their individual children ; when it confines its activity in 
dealing with the problems of children of all ages in the community to a 
study of those problems with the purpose of forming a background of intelli- 
gent public opinion and of cooperating in movements started by others in the 
community for the improvement of community conditions affecting chil- 
dren ; when it reserves its chief activity for studying problems and directly 
initiating and carrying out undertakings for the improvement of conditions 
for children of school age in the school and the home. In the first case the 
association studies for the purpose of action as individuals, in the second 
case for cofiperative community action as an organization, and in the third 
case for initiating action directly as a parent-teacher association. 

Any study club or comminiity organization can quite as successfully 
undertake the first two types of activity. But that which differentiates 
the parent-teacher association, which sets it apart and justifies its existence 
as a special type of organization, is its peculiar fitness to initiate and 
carry out undertakings to promote the welfare of children of school age 
in the home and school — undertakings designed to solve the problems which 
home and school, parents and teachers working together alone can solve. 

For study of child welfare ])rol)lems in the two divisions where the 
parent-teacher association does not expect to initiate special undertakings 



Parent-Teacher Associations 9 

as an association — prohloms of childron nnder scliool aso, and problems 
of children of all ages in tlio counnunity — one of two methods may l)e 
followed : either a special section for child study may be formed, meeting 
at different times from the whole association, and reporting their work 
from time to time thru their chairman ; or each year one or two of the 
general meetings of the whole association may be given up to'such study. 
The former i)lan is better adapted to carrying cm organized con.secutive 
courses in child study. For study and initiating definite undertakings 
for children of school age in the home and school, the whole association 
may be organized by connnitteos working and roi>orting af cacli general 
meeting. 

Just what lines of study to follow and what definite undertakings to 
initiate and carry on must be governed by the special interests of the 
individual parent-teacher association and by local needs. Parent-teacher 
associations ditter in their personality and ways of working and neighbor- 
hoods differ as to their most pressing problems. Careful study is always 
wise before determining what special undertakings to initiate and carry on. 
Sometimes a survey of conditions is necessary before the general sense 
that "something ought to be done"' can l)e crystallized into a definite notion 
of just what ought to be done and how to go about it. In the selection 
of work to be undertaken certain considerations must be taken into 
account : it must be a vital and imix)rtant work : it must lie well under- 
stood ; definite, clear-cut plans must be laid for carrying it out; once 
started it must be carried to a successful end. 

It is possible here only to suggest subjects for study and undertakings 
by parent-teacher associations for the welfare of children of school age in 
the home and scliool. In the Appendix are given lists of references for 
study of the various topics listed here, as well as for study of problems 
of children under school age in the home, and of children of all ages in 
the community. The following list of subjects includes also some sugges- 
tions for methods of work which have been found to be of practical value 
in parent-teacher associations. 

/. A study of the state laws {jovo-niiuj schools. 

The whole association may be divided into a number of small 
committees tb report on various sections of the laws relating to the school 
system of the state. This study is especially valuable in the beginning of 
the life of the ox'ganization to lay the foundation of a thoro understanding 
of the school system and a broad sympathy with its working. 

//. A study of local school needs and methods of supplying them. 

A small committee may be appointed at the beginning of the 
year to secure from school superintendents, principals, and teachers a list 
of the most urgent needs of the school. The report of this committee may 
form the basis of further study of certain specific needs discovered and 
plans to satisfy those needs. 

///. A study of the local school huildiny. 

The preceding inquiry may have brought out certain needs in 
regard to the school building itself which require further investigation and 
committees may be appointed to make such. Various questions as to the 
building will naturally rise. Is it large enough? Is a new building needed? 



10 



BuLIiETIN OF THE EXTENSION DIVISION 



Aro aildilioiis to the old one necessary? Is the building sanitary? Is its 
equipuiont sufficient for general teaching purposes in respect to blackboard 
space, seating space, maps, charts, and the like? Is its equipment sufficient 
and proper for certain special purposes as for domestic science, manual 
training, lunchrooms, restrooms, first aid facilities, and toilet facilities? 

IV. A study of the local school grounds. 

Committees may be appointed to make a special investigation 
and report on the school grounds. Such special questions will present 
themselves as the following: Are they large enough? Are they equipped 
for playgrounds? Are they planted with trees, shrubs, and bvilbs to make 
them attractive? 

V. A study of super-vised play and recreation and physical education 
in the schools. 

Committees may be appointed to make a special investigation 
and report on play, recreation, and physical education in the schools : Are 
there play supervisors and instructors in physical education? Are there 




PLAY IN SCHOOL YARD AT BLOOMINGTON, IND. 



playgrounds in the school yard? If so, are these equipped? What is the 
situation as to gymnastics and athletics ? Are there play festivals, pageants, 
and folk dancing? Of special interest to parent-teacher associations in 
liigh schools is an investigation of high school social affairs and efforts to 
make them successful. Such problems as the following are ones on which 
teachers and parents of the pupils in the high school need to agree : the 
kind of social affairs to be given for high school pupils, the kind of social 
affairs to which they are allowed to go, the evenings on which such affairs 
are to be held, a general policy of chaperonage, simple dress for high school 
girls, reform of extravagant habits, simplified high school commencements. 
Agreement on a definite, uniform policy in such matters by all the teachers 
and all the parents will do much to keep the social life of the young people 
up to a high standard. It is alike demoralizing to the social -.tandards 



Parent-Teacher Associations II 

of young people for a certain few parents to allow their children to attend 
social functions which are disapproved of hy the great majority of parents 
in the community, as well as for a certain few parents to deny to their 
children privileges which the great majority of" the parents approve and 
allow to their children. 

VI. A study of health of school children and samtation of the sclvool 
building and grounds. 

Committees may be appointed to study and report on such 
subjects as the following: health habits of school children — care of teeth, 
diet, sleep, clothing, exercise, general living conditions — .school feeding, 
school physician, school nurses, physical and mental examination of school 
children, sanitary conditions of the school building and yard — ^drainage, 
water supply, heating, ventilation, lighting, toilets, and general care of 
the building. 

VII. A study of the school as a social center. 

Committees may be appointed to study the subject, the school 
as a social center, and to report with recommendations to the association 
for action. This subject, while profitable to any parent-teacher association 
for study, is of especial importance to rural parent-teacher associations 
because of the lack of social life in many rural communities and because 
of the great need for the development of coctperative effort. The school 
lends itself to the social center idea especially because of the possibility 
of enlisting there all clashes of the children and adults in the community 
in civic welfare schemes. All sorts of social activities may be developed 
such as the following: athletic contests, debating clubs, discussion leagues, 
declamation contests, old-fashioned singing schools and .spelling schools, 
canning clubs, poultry clubs, potato clubs, and garden shows. Such a school 
may become ;i center to bring out neighborhood resources of books, maga- 
zines, newspapers, and pictures that all may enjoy what each has. Visual 
instruction devices may be used in such centers for both information and 
entertainment. Entertainment features of meetings may be emphasized to 
a greater degree in rural associations than is justified in town and city 
associations. 

VIII. A study of social hygiene. 

Conferences on the wisest wjiys of dealing with questions of 
.social h.vgiene n)My lie held widi small groups of parents. Opportunities 
for study of the subject may bo tlic most helpful features of such con- 
ferences. 

IX. A study of school attendance. 

A committee may be appointed to make a study and report 
on the attendance of children at the local school. Other committees may 
study and report on the state attendance and state and federal child labor 
laws, and others the general subject of school attendance and the value of 
education. The investigation of attendance at the local school will include 
such questions as the following : Are children out of school who should be 
there?. What is the cause of such absence? Is there a truant officer? Is 
his work effective? How many children are out on work permits? Is 
there a continuation school for these children and are they attending? 



12 BiM.KTix OF Till-; Kx'JE^^^IOX Division 

Hitw many cliililreii are repeating their grades? Is this because of altsenec 
from school or hick of al)ilit.v or both? 

A'. The school library. 

A committee may be appointed to investigate and report the 
question of a school library. Is one needed or is there an adequate public 
library in the community? Has the public lijjrary plenty of reference 
books? Does it have magazines? Does it have books on child study and 
child welfai-e to lend to mothers? If there is no public library available, 
can a school library be started? 

XI. A study of thrift habits of school children. 

A committee may be appointed to work out with the school 
officials plans to teach and encourage thrift in the schools. Teachers and 
parents may agree on some plan such as school savings bank or coopera- 
tion in the thrift plan of the U.S. Treasury. 

XII. A study of the present salary scale of teachers-. 

A committee may be appointed to study the salaries of teachers 
both locally and in the country at large. This problem is an acute one 
thruout the country and there is need, as never before, for accurate infor- 
mation as to the facts, and for calm consideration as to remedies. 

XIII. A study of the curriculum, organization, and administratimi of 
the school system. 

Full appreciation, sympathy, and cooperation with the work- 
ings of the school can be had only by a full understanding of the curricu- 
lum, organization, and administration of the schools. Committees may be 
appointed to study and report fully and sympathetically to meetings on 
various phases of the school work. 

One or two persons may report on the school fund — how great a propor- 
tion of the total tax it is, how it is divided, how it is administered. Some- 
one may report on the school board — how it is constituted, whether there 
is a woman on the board. Committees may be appointed to study and 
report on such subjects as the following : the high school, the junior high 
school, the elementary school, kindergartens, vacation and continuation 
schools, open air schools and open air classes, inigraded rooms for backward 
children, vocational guidance in the school, health supervision, school 
nur.ses, dental clinics, school gardens. A committee may be appointed to 
examine and report on the course of study for the public schools of the 
state. 

HOW TO ORGANIZE 

I'aieiit-teacher associations are organized according to the principles 
set out in Koberfs Rules of Order (p. 2S4, Robert's Rules of Order, Revised 
Edition, lOlo) governing the organization of anj' permanent society, 
adapted to the special type of organization of the parent-teacher associa- 
tion. For the convenience of those wishing to organize such associations 
the details of organization are here given step by step. 

Any group of father.s, mothers, or teachers may issue a call for a 
meeting to organize. As a i>reliminary step the interest, eociperation, and 
consent of teachers, principals, and school superintendents must be secured. 
Those most deeply interested should consult together and carefully lay 
plans before calling the meeting. They should have had copies of sample 



Parent-Teacher Associations 18 

constitiition and by-lawj: of other associations for use in drafting their 
own. In consultation with the teachers and schix>l officials they should 
select a date, preferably an evening date so the fathers can attend, which 
will not conflict with other business, six-ial. or religious meetings in the 
ct^mmvuiity. The school should be chosen as the place of meeting if possible 
after having secured the consent of the school officials. 

The meeting should l»e well anuounceil. Invitations giving the purpose 
of the meeting should be sent by the children in the school to their parents. 
The following is a convenient form for this invitation: "Parents and 

friends of the school are cordially inviteil to attend a meeting at 

(p/«oci on (da I/, date, and hour^ for the piu-pose of forming a i>ermanent 
organization <.>f parents and teachers of the school." 

For this first meeting there should be a short, interesting program of 
music and community singing. Short exercises by the school children 
oftentimes mean a goixl attendance of parents. The exercises should be 
short and the children should he dismissed immediately after their part 
in the program, as the business of the rest of the meeting will be tmiuter- 




CHILDKEN OX A TEETER 



often prevents full and frank discussion / 
come before such an organization as a I 



esting tt» them, and their presence 

of certain important matters to come 

pa rent-teacher a ssocia tion. 

When it is time for the meeting to oixni someone previously agreeii 
uiHin rises and says. "The meeting will please come to order. I move 

that act as chairman of this meeting." (The sui>erintendent or 

principal of the scluwls is a gixnl ix>rs»ni to have act as chairman for this 
first meeting.^ SomtHnie in the meeting says. "I sciHuul the motion." The 
one who made the motion then says. "It has been uiovihI and sei'onded 

that act as chairman of this meeting. Those in favor of the 

motion say aijc." The newly elected temiH>rary chairman then takes the 
chair and says. "The first business in order is the election of a sem-etary. 
Nominations are in order." The temixn-ary secretary is then electeil as the 
chairman was and takes a seat near the chairman to keep a reci>rd of the 
proceedings. 

The first business is the reading by the secretary t^f the call for the 
meeting. The chairman then calls on someone to state the object of the 
meeting. Someone interesteil in forming the association should then intro- 
duw the speaker who may be an outside six^aker securetl for the purptise. 
or some local speaker. This speaker should give briefly the history of the 
l>areut-teacher movement and its present siatu?. should explniu tJie pur- 



14 Bulletin of the Extension Division 

pose and activity of parent-teaclier associations, and sliould present con- 
vincingly a number of well thought out reasons for forming such an associa- 
tion. The speaker may even outline at this time some definite course of 
study or suggest some special undertaking much needed for the welfare of 
the children, as a special reason for organizing at this particular time. 
Brief descriptions of what other similar associations have done often 
stimulate interest. The speaker should urge the importance of joining the 
state and national organizations at the beginning. Following this should 
be an informal discussion of the matter. Several persons should be ready 
to speak (by previous arrangement) and the chairman may call on other 
members of the meeting to give their opinion. 

When a sufficient time has been spent in this way, someone should offer 
a resolution such as the following: "Resolved, that it is the sense of this 
meeting that a parent- teacher association shall be formed for (state pur- 
pose broadhj)." Upon the adoption of this resolution a committee of 
usually three or five should be appointed by the chairman to draft a con- 
stitution and by-laws and to report at the next meeting. (For suggested 
constitutions for local parent-teacher associations see Appendix.) 

A motion is then made to adjourn to meet at a certain time and place, 
or to take a recess of twenty or thirty minutes to allow the committee time 
to prepare the constitution and by-laws. This latter method is usually 
preferable because it allows all the business of organization to be com- 
pleted at one time. If the preliminary work has been done carefully the 
committee for the preparation of the constitution and by-laws will already 
have at hand sample' constitutions and by-laws so that their decision can 
be quickly made. 

When this committee is ready to report the meeting is again called to 
order as previously by the chairman, the officers of the first meeting serving 
until permanent officers are elected. The chairman calls for the reading of 
the minutes of the previous meeting, and asks for corrections or sugges- 
tions. If there are no corrections the chair announces that the minutes 
stand approved as read. If there are corrections the chairman instructs 
the secretary to make them and then announces that the minutes stand 
approved as corrected. 

The first business is the report of the committee on the constitution and 
by-laws. The chairman of this committee reads the constitution and 
by-laws, and moves their adoption. When this motion is seconded and 
the chair has stated the motion he then orders the secretary to read the 
constitution section by section, asking after each section is read, "Are 
there any amendments to this section?" If there are any amendments 
they are voted on at once and included in the section. When the entire 
constitution has thus been read and amended section by section, the whole 
constitution as amended is read. The chairman then throws the entire 
constitution open for amendment, when other sections may be inserted if 
desired. The vote on the adoption of the entire constitution as amended is 
taken, a majority vote being necessary to adopt. The by-laws are then 
adopted in the same manner. 

The next business is the election of permanent officers of the associa- 
tion according to the provisions of their by-laws. It is a good plan to 
choose for president a parent, for vice-president the principal of the school, 



Parent-Teacher Associations 15 

for secretary a parent, and for treasurer a teacher, thereby distributing 
the responsibilities among parents, teacliers, and school officials. As each 
olficer is elected he takes the place of the temporary one. With the adop- 
tion of tlie constitution and by-laws and the election of permanent officers, 
the organization is complete. 

Arrangements should be made at this meeting for a committee to have 
charge of the programs and conduct the business of the association. The 
principal of the school may ask the teacher of each room to select a mother 
or father to represent that room and these parents, together with the 
officers and the teachers of the various rooms, may form a very satisfactory 
committee. The general work of the association may be done by commit- 
tees so selected as to employ the abilities and to develop the latent capaci- 
ties of the greatest number of members. These committees should be 
appointed with regard to the chief interests of the members, each com- 
mittee carrying on some important phase of the work. 

COUNTY AND CITY PARENT-TEACHER COUNCILS 

Where there are three or more parent-teacher associations in any given 
county or city, parent-teacher councils may be formed in the county or 
city in order to coordinate the efforts of the indi\-idual associations. The 
state parent-teacher association will organize and recognize such councils. 
Each council adopts its own constitution and by-laws and elects its own 
officers. (For suggested constitution for county and city parent-teacher 
councils see Appendix.) Only one council may be formed in any one 
county (outside of cities) and only one in any one city. The council should 
hold no more than three meetings a year. There should be no dues in the 
council, but voluntary offerings may be made. 

Members in any one association belonging to the council are auto- 
matically meml)ers of the council. No important action should be taken 
by the council without approval by the state parent-teacher association. 

JOINING THE STATE AND NATIONAL ASSOCIATIONS 

Membership in the state association automatically carries with it mem- 
bership in the national as.sociation. The best time to join the state and 
national association is at the time of organization. Application for mem- 
bership should be made to the state association, which sends blank member- 
ship forms. On receipt of these the local treasurer sends the names and 
addresses of the officers and members of the local association in duplicate 
to the treasurer of the state association together with dues. The state treas- 
urer sends a receipt for dues to the local treasurer, enters the names and 
amounts on the books, and forwards one list of names to the state head- 
quarters where the association is listed with the others affiliated with the 
state and national association, and where the lists of members are kept on 
file as the state membership. The state treasurer forwards a duplicate list 
of the names and addresses of officers and members of the local association 
together with half the dues to the national treasurer, retaining half the 
dues in the state treasury for the expenses of the state association. The 
national treasurer then sends to the state treasurer the required number 



l() Bfllktin of the Extension Division 

of iiu'iiihrrsliiii cnids for c.-u-li niriiilxn- of the local association, which cards 
are forwarded hy tho state treasurer to tlie local treasurer. 

There are a iiiuuber of reasons for membership in the state and national 
association. P"'rom the point of view of the local association perhaps the 
most important reason is that of its permanence and success. Experience 
has shown that in most cases scattered, isolated associations neither live 
very long nor accomplish much in their work. Affiliation with the state 
and national association lends life to local associations because it affords 
a possibility for the exchange of ideas. Practical suggestions based on 
the experience of others are sent out by the state and national associations. 
In many states a leaflet or bulletin is issued at regular intervals to enable 
local associations to keep in touch with present-day movements and meth- 
ods. (In Indiana a mimeographed bulletin is sent out from state head- 
quarters the first of each month, containing matters of interest to the 
associations of the state.) Local associations feel an added strength and 
courage by the knowledge that they are a part of an organization composed 
of many units like themselves with the same purpose, working on the same 
kinds of problems toward the same end, meeting with similar discourage- 
ments and successes. Affiliation with the state and national association 
l)rings an enlarged outlook, one beyond the confines of the local community, 
to the larger interest of all children, enabling the local association to work 
toward the solution of local problems in the light of the relation of those 
problems to a general scheme of child welfare. Considered from the larger 
viewpoint, no local association can do its full duty by its own children 
unless it feels that it is contributing somewhat to better conditions for 
all children. Only by joining its forces with other similar forces as in a 
state and national association can this purpose be realized. 

The state and national associations offer certain definite helps to local 
associations. The state and national year books give many concrete, helpful 
suggestions ; speakers are often furnished for expenses, and suggestions 
for programs are given ; loan papers on many phases of child welfare may 
be secured from the national association, outlines of community work and 
advice as to undertakings are given, and the national and state meetings 
afford opportunity for information and conferences on subjects especially 
vital to parent-teacher associations as well as inspiration for renewed 
effort. The efficiency of such assistance as this depends upon a large 
membership in the state and national association. 

TYPES OF SCHOOLS 

Parent-teacher associations may be successfully organized in connection 
with all types of schools, the one-room country school, the consolidated 
township school, the village school of two or more rooms, the poor district 
city school, the good district city school, the suburban school, the kinder- 
garten, the primary school, the grammar school, and the high school. While 
the lines of study and the undertakings to be initiated may differ in these 
various types of associations, the problems in all are the problems of the 
home and school, the underlying purpose is the same, and the same form 
of organization and methods of work may be used. 



Parent-Teacher Associations 17 

HIGH SCHOOL PARENT-TEACHER ASSOCIATIONS 

While many communities see the importance of a parent-teacher asso- 
ciation organized in connection witli the primary and grammar school and 
even the kindergarten, they liave been slow to appreciate its value in the 
high school. And yet in the high school such associations are oftentimes 
most needed, and oftentimes of the greatest service. It is true that many 
of the individual problems are different from those of the grades and 
require a different treatment and a somewhat different point of view. But 
at no time in the child's life is it more important that the home and school 
cooperate in his training and that parents agree among themselves and 
unite with teachers on policies and standards of conduct. It is at this age 
that some of the most difiicult pi'oblems of youth arise. When the children 
reach the high school they begin to have more and more interests outside 
the home, and they begin to come more and more under the influences out- 
side both the home and the school. They begin to feel that spirit of inde- 
pendence that makes them want to be responsible for their own conduct 
and more impatient of accepting standards from others. 

A real cooperation among all parents of the community and with the 
teachers, a real understanding by parents and teachers of the problems 
of adolescence and the problems of the home and the school in dealing with 
young people, and a sympathetic attitude toward these problems can do 
much to tide children safely thru this period in their lives. Impatient 
criticism of the schools of today by parents comfortably sitting by their 
own firesides, idle complaints by teachers of the incompetence of the 
modern parent, and futile comparisons of the imperfections of the youth 
of today with the perfections of that of a quarter of a century ago do 
not help. 

Parents and teachers need to understand the problems thoroly and then 
face them fairly and squarely. Such matters as social activities of the 
high school pupils, the practice of chaperonage of social affairs, the 
evening on which such affairs should be held, home study, school spirit, 
leisure-time activities, athletics, scholarship, dress, debates, dramatics, and 
many other concrete problems are all problems which parents and teachers 
need to work out together. It must not be forgotten that before initiating 
any undertaking or engaging in any activity a thoro knowledge of condi- 
tions is necessary. It is highly desirable that a brief general survey of the 
high school should be made by committees of the parent-teacher association 
and the facts made known to the entire membership at the beginning of 
the year. Suggestions for the form and subjects to be included in the 
survey are given in the Appendix in a survey of high school life and con- 
ditions made by the parent-teacher association of the Fort Wayne (Indi- 
ana) high school. 

RURAL PARENT-TEACHER ASSOCIATIONS 

Special attention should be paid to the organization of parent-teacher 
associations in connection with rural schools. While the need for parent- 
teacher associations in rural communities is often greater than in town or 
city communities, it is likely to be less apparent. In the denser populations 



18 



BiLJvKi'iN OF THE Extension Division 



of towns and cities, social problems appear to be closer at hand and more 
pressing, tlie need for organized effort in their solution is more easily 
recognized, and the habit of cooperative work already developed in towns 
and cities makes it easier to organize parent-teacher associations. In most 
country districts social problems are not so clearly seen, the habit of coop- 
erative effort has not been so highly developed, and, while members of 
country communities are not less interested in the training and general 
welfare of their children, distance from the school, often poor roads, 
inertiii, regular routine and long hours on the farm combine to make it 
harder to organize i)arent-teacher associations. These very considerations 
make it more important even than in towns and cities that homes be 
brought to the school. 

The reasons for bringing the school to the homes in rural districts are 
even more striking. The teacher in the country school is very often a girl 




S(]IiOOL DISTRICT NO. 1, RAMSEY COUNTY, MINNESOTA. 
Arthur S. Devor, Architect, St. Paul, 1919. 



bi'oiiglit up in a town or city with pructicully no knowledge, uudGrstanding, 
or sympathy with the life and problems of country children. She often 
comes to the school on Monday morning of each week and leaves on Friday 
afternoon, living a life entirely apart from that of the community in which 
tlie school is located. It is often difficult for parents and teachers in such 
a community to discover any common human interest, but the parent- 
teacher association should help the teacher to catch the spirit of the 
community, should liclp the parents to lay aside their embarrassment and 
diffidence sufficiently to take advantage of the things which the teacher 
can bring from the outside, and help both to find a common ground for 
service to the cliildren of the school. 

It is highly important that a strong loader be found to head tlic organi- 
zation of a rural association. :iimI lliat this leader be an established member 
of the community. No community is so scattered and unorganized but 



Parhnt-Tkaciteu Assoctations 10 

that it can at once select one or two such leader.s and no community so 
backward hut that it can develop athers. The county superintendent of 
schools and the local trustee can help very materially in the organization 
of such an association. 

School needs and pr()Mems of the children of school age in the school 
and home are much the same everywhere and rural associations will prop- 
erly consider many of the very same problems of the town and city asso- 
ciations. Some of these problems will be found to be of a more pressing 
nature in rural districts than in towns and cities. For example, the sani- 
tation of the country school building is in many cases much raoi'e difficult 
than in the more densely iwpulated district of the city or town. The 
water supply in itself is a diflicult matter. In towns and cities the piu'ity 
of the water is usually a municipal matter, and responsibility for such 
is not placed on the school authorities alone. But in country districts the 
water supply most usually i-omes from individual wells and cisterns, always 
a potential source of disease, and the school authorities alone must take 
the responsibility to see that it is pure. The social life of the children in 
the school is an example of another type of problem often more acute in 
the country districts than in towns and cities where there are usually a 
number of carefully organized facilities to furnish entertainment and guide 
the social life of the children. Thus, while the problems may be essentially 
the same in both types of associations. tlu>y are often more acute in the 
rural districts. 

liural communities may find it especially desirable to develop the social 
center idea in connection with their parent-teacher association. They may 
want to emphasize the informational and entertainment side of their meet- 
ings. (Outside speakers for lectures on subjects of general interest may be 
secured for one or two meetings of the year. There may l)e an occasional 
musical or literary program. The social and intellectual side of country 
life is so often entirel.v neglected that young people are driven to the towns 
and cities, and rural life becomes more and more depressing. The parent- 
teacher association in such a district may well become a nucleus for the 
formation of various types of community clubs especially adapted to 
country life. Canning clubs, gardening clubs, farming clid)s, and contests 
in corn growing, potato raising, tomato clubs, bread baking, stock and grain 
judging may be organized by the parent-teacher association. 

SUCCESSFUL PAREXT-TEACIir]U ASSOCIATIONS 

Out of the experience of the past have been found certain things that 
contribute to the success of any parent-teacher association. The personality 
of the leader has very much to do with such success. The true leader is 
marked by real qualities of leadership: a desire to work and not to com- 
plain of each task as an additional burden; a desire to give real thought to 
the problems and not treat them in a light, frivolous manncn- ; a willingness 
to forget self, to ackiu)wledge mistakes, and not to soiuid his own praises; 
a belief in the importance of the work; courage to speak out and to brave 
criticism in carrying on the work ; kindness and courtesy to all ; tolerance 
of the opinions of others ; reliability ; the ix)wer to insi>ire others to work : 
some experience and first-hand knowledge of life, either a knowledge of 



20 Bl'LLKTlN OK 'ITIK ]<]XTENSION DIVISION 

home, school, and couummily proliloms or the ability and industry to 
acquire such knowledge ; good .iudgmejit which \Adll not be swept away by 
some sensational or sentimental argument but which proceeds upon a thoro 
knowledge of all the phases involved in a problem ; and an adherence to 
common-sense methods in dealing with every subject as it arises. No per- 
son should be put in office simply because of money or social prominence. 

The meetings of the most successful parent-teacher associations are 
conducted according to parliamentary law, with due observance of punctual- 
ity in opening and closing, and concise, crisp conduct of the business. The 
programs should be practical and helpful. While it is desirable to have 
an occasional outside speaker for an inspirational address, it is better 
most of the time to have the discussion type of meeting — addresses or 
papers short and to the point, with questions and full discussions in which 
all take part. No subjects except those related directly to the welfare 
of children should be allowed. Political, religious, and class discussions 
should be barred. That association which is dominated by factional poli- 
tics, fanatics, or faddists or which is made a tool for furthering personal 
ambition, or an outlet for church or neighborhood rivalry is doomed to 
failure. The successful parent-teacher association knows no church, no 
politics, no class, no nationality, but is a place where all may unite for 
real cooperative work. Entertainment features may be included in the 
meetings, but they should not be allowed to become the chief interest of 
the meetings. Meetings should be held at the schoolhouse. 

In order to be successful the parent-teacher association not only holds 
meetings once a month but initiates some specific undertakings. These 
undertakings should not be scattered over a wide field or be too many. But 
a few definite things should be determined upon, and the responsibility for 
carrying these out distributed as widely as possible over a number of 
committees. These committees should be wisely chosen, instructed care- 
fully, and held responsible for their respective tasks. This gives the asso- 
ciation a definite motive without which it is likely to die for lack of 
interest. 

It must not be forgotten that the parent-teacher association belongs 
equally to parents and teachers both so far as privileges in the association 
are concerned and responsibility for carrying on the work. Parents and 
teachers should both share in the benefits of the association and the burden 
of the work should be equally divided. And in this connection it must not 
be forgotten that half of the parents are fathers. 

Whether or not the finances of the association shall be raised by indi- 
vidual dues or otherwise is a matter for the local association to decide. 
In some communities a moderate amount of dues means an increased inter- 
est on the part of the membership, on the theory that where there is money 
invested there is an increased obligation. In other communities the assess- 
ment of dues means the shutting out of some of the very parents who would 
be most benefited by the association and who could contribute most to its 
success. 

The successful parent-teacher association has a viewpoint large enough 
to see beyond the confines of the local community. Any outside contacts 
contribute to this broader vision. Usually affiliation with the state and 
national associations enlarges the viewpoint. 



Parbnt-Tbacher Associations 



21 



The successful pareiit-loachor association tries to assume neither tlie 
responsibilities nor the functions of the school authorities, but works with 
them for the benefit of children. The parent-teacher association should 
not assume the burden of raising money for equipment or carrying on 
activities that properly belong to the school authorities. It is perfectly 
proper, however, for such associations to step into the breach to furnish 
equipment or raise money to carry on certain school activities until public 
sentiment can be created, and the taxpayers brought to see that these are 
proper school functions to lie supported by pulilic taxation. 




THE GIANT STRIDE 



The successful parent-teacher association does not attempt to supplant 
the school authorities in matters of school administration and academic 
work. Teachers and superintendents in the past feared hostile criticism 
and meddlesome interference with the affairs of the school. The chief 
concern of the parent-teacher association should be to prevent this very 
thing and to create an understanding and appreciation of the efforts of the 
school to the end that their efficiency may be greatly increased. In the 
earlier days this very matter was the rock on which mauj' parent-teacher 
associations were wrecked, but specific instructions from the state and 
national associations have brought about a much better state of affairs. 
i 



History of the Movement and the National 
Organization 



HISTORY OF PARENT-TEACHER ASSOCIATIONS 

PAiiKNT-teacher association work is one department of work of the 
National Congress of Mothers and Parent-Teacher Associations. In its 
efforts for child welfare the Congress of Mothers early came to the conclu- 
sion that, since the home is the greatest factor in child welfare, some 
practical plan must be thought out for reaching every home with its organi- 
zation. The scheme of organizing parents and teachers in connection with 
every school was decided upon as the most practical way to reach every 
home in the country, because of the nation-wide extent and thoro organiza- 
tion of the school system, and because the school is the one institution 
which touches practically every home in the community. It is the ultimate 
aim of the Congress of Mothers to make the organization of parent-teacher 
associations co-extensive with the school system. 

In 1907 the department of parent-teacher associations was therefore 
created in the National Congress of Mothers to promote the organization of 
such associations thruout the United States. In 1908 the name of the 
National Congress of Mothers was changed to the National Congress of 
Mothers and Parent- Teacher Associations, the addition being made because 
1^- was found that the constituency of the national organization was largely 
made up of parent-teacher associations, and also because the Congress of 
Mothers wanted to make it clearly understood that fathers and teachers 
are welcome in the membership of the organization. 

The Congress of Mothers and Parent-Teacher Associations stands as 
the mother body of parent-teacher associations and the history of the 
parent-teacher movement is bound up in that of the National Congress of 
Mothers and Parent-Teacher Associations. Because of this relationship 
certain facts about the Mothers' Congress are here presented. 

HISTORY OF THE NATIONAL ORGANIZATION 

The National Congress of Mothers and Parent- Teacher Associations was 
founded at Washington, D.C., February 17, 1897, by Mrs. Theodore W. 
Birney and Mrs. Phoebe A. Hearst. Mrs. Birney, herself a mother of 
children, was struck by the fact that nowhere was there a place to look 
for instruction in methods of bringing up children. She conceived the 
idea of a national organization which might serve this purpose. She talked 
over the matter with Mrs. Phoebe A. Hearst and together they worked for 
months on a plan for organization and preparations for a national meeting 
for organizing. The meeting was called for February 17, 1897, and several 
hundred men and women — fathers and mothers, i)ersons engaged in philan- 
thropy, religion, education, social affairs, government affairs, and members 



Parent-Teacher Associations 23 

of the press — met in AVashington and foi-med the National Congress of 
Mothers. 

The Congress was originally incorporated for forty years, but in 1915 
was incorporated in peri^etuity in order that bequests to the endowment 
fund might be legally received. 

There have been two presidents of the Congress of Mothers : Mrs. 
Theodore W. Birney, who served from 1897 to 1902, and Mrs. Frederic K. 
Schoff, the present president, who has served since 1902. 

Organization. For carrying out the purposes of the Congress it is 
organized nationally, by state branches and by local organizations. There 
are now recognized branches in thirty-six states, and three other states are 
organized, but not as state branches. The following states have state 
branches : Alabama, Arizona, California, Connecticut, Colorado, Delaware, 
District of Columbia, Georgia, Idaho, Illinois, Indiana, Iowa, Kansas, 
Kentucky, Maine, Maryland, Massachusetts, Michigan, Mississippi, Mis- 
souri, Montana, North Carolina, New Hampshire, New York, Ohio, Oregon, 
Pennsylvania, Rhode Island, South Dakota, Tennessee, Texas, Utah, Ver- 
mont, Washington, AVisconsin, and AVyoming. The three states with only 
local associations are Florida, New Mexico, and South Carolina. 

To the state branches are delegated certain powers and duties by the 
National Congress : the carrying forward of all branches of work of the 
National Congress, the formation of county branches, the appointment of 
state chairmen of all departments authorized by the National Congress, 
oversight and suggestion to all department chairmen as to their duties in 
carrying out their work in local associations and in reporting to the 
National Congress, and as a member of the national board a share in 
forming the policy of the National Congress in its work. „ 

County and city councils of parent-teacher associations are authorized 
by the National Congress of Mothers. 

Aside from the great number of local parent-teacher associations, there 
are local mothers' circles, pre-school circles, parents' associations in 
churches and child welfare circles affiliated with the Congress. 

The National Congress is organized for work in the following depart- 
ments and committees : Americanization, better films, children's books, 
child hygiene, child welfare day, child labor, child welfare legislation, 
committee on federal legislation, country life, child welfare magazine, 
education, endowment fund, home economics, home and school gardens, 
home education division, juvenile court and probation, kindergarten exten- 
sion, loan papers on child nurture, marriage sanctity, membership, mothers' 
circles, national organizer, obstetrics, parents' associations in churches, 
parent-teacher associations, press and publicity, social extension, thrift, and 
coordination. The chairmen of these various departments and the commit- 
tees are to direct state department chairmen of like departments. 

NATIONAL CONVENTION 

A national convention is held each year by the National Congress. 
Twenty-four annual conventions and three international congresses have 
so far been held : nine in Washington, D.C., and one in each of the following 



24 Bulletin of the Extension Division 

t^ilietj : Des Moines, Iowa ; Columbus, Ohio ; Cliiciigu, III. ; Detroit, Midi. ; 
Los Angeles, Calif. ; New Orleans, La. ; Denver, Colo. ; St. Louis, Mo. ; 
Boston, Mass. ; Portland, Ore. ; Nashville, Tenn. ; Atlantic City, N.J. ; 
Kansas City, Mo. ; and Madison, Wis. All members of the state and 
national associations may attend the convention, join in discussions, and 
enjoy the events of the convention. Delegates having voting privileges are 
chosen by each state. The president, treasurer, recording secretary, and 
corresponding secretary of the state association or their representatives 
are voting delegates, and each state is allowed other delegates on the basis 
of one delegate (and one alternate) for every five hundred members as 
shown in the books of the national treasurer. 

MEMBERSHIP IN THE NATIONAL CONGRESS OF MOTHERS 

There are four types of membership : active, associate, sustaining, and 
life. Active membership in a local association affiliated with the state 
and national organization carries with it membership in the state and 
national organizations. The dues for such membership are 10 cents, half 
of which is retained by the state association and half forwarded to the 
national association. There are at the pi-esent time about 200,000 active 
members. 

Associate memberships may be taken for $1, half of which is retained 
by the state association and half forwarded to the national association ; 
sustaining memberships for $10 or more yearly, all of which goes to the 
national treasury, and life memberships of $50, all of which goes to the 
national treasury. Each state fixes the sum for its own sustaining and 
life memberships. 

FOUNDERS' DAY 

At the annual convention of 1910 it was voted to celebrate founders' 
day each year, on February 17, with a special program. On this day 
there is given an account of the founding of the Congress, a message from 
the national chairman of the founders' day department, a resume of the 
results accomplished by the association, and a birthday offering is taken 
for the national association. 

FINANCIAL SUPPORT 

The national organization is supported by dues paid in by local asso- 
ciations, by dues from other types of memberships, by offerings by the 
local associations, and by gifts. This money is used to support the national 
office in Washington, to secure clerical help, supplies of stationery and 
postage, equipment, typewriters, mimeograph machines, filing cases, print- 
ing, to pay for supplies of educational and explanatory literature, for the 
support of the Child Welfare Magasine, expenses of organization, traveling 
expenses, and the expense of the annual convention. 

THE CHILD WELFARE MAGAZINE 

The Child Welfare Magazine is the official organ of the Congress. In 
1901 the magazine was started as a quarterly with Mrs. R. R. Cotton as 



Parent-Teacher Associations 25 

editor. It was given np in two years because of the expense. In 1906 it 
was again started as the National Congress of Mothers' Magazine with Mrs. 
Howard W. Lippincott as tlie national chairman of the magazine com- 
mittee. In 190S. Mrs. Howard W. Lippincott, Mrs. Frederic Schoff. Mrs. 
D. O. Mears, and Mrs. J. P. Mumford arranged for the organization and 
incorporation of the Child Welfare Company for the publication of the 
magazine. The company was incorporated with $15,000 capital stock at 
$10 per share, the Congress of Mothers to control the stock. The name of 
the magazine was changed to the Child Welfare Magazine. 

Subscriptions to the magazine are $1 a year or 75 cents in clu))s of five 
or more. New associations paying dues of $5 or moi'e are entitled to one 
copy of the magazine for one year free provided they send in a list of the 
names and addresses of their officers and members and their receipt from 
the state treasurer showing that they have paid their dues and what 
amount, to the Child Welfare Company, P.O. Box 4022, West Philadelphia. 

COOPERATIVE ARRANGEMENTS WITH NATIONAL ORGANIZATIONS 

Since 1913 the National Congress of Mothers has held a conference 
with the Department of Superintendence of the National Education Asso- 
ciation each year at their anniuil meeting. The programs of this confer- 
ence are pi-inted by the National Education Association. These conferences 
afford an opportunity to bring the work and purposes of the National 
Congress of Mothers directly before school superintendents and other 
leaders in education and to secure their cooperation. 

In 1913, the U.S. Bureau of Education opened the Home Education 
Division with Mrs. Frederic K. Schoff, president of the National Congress 
of Mothers and Parent-Teacher Associations, as director. Mrs. Schoff gave 
her services to the division free. Miss Ellen C. Lombard was secured as 
secretary and her salary was paid by the National Congress of Mothers for 
several years. On account of a new federal law this arrangement with 
the Bureau of Education became impossible. In 1919, the U.S. Congress 
failed to make specific appropriation for the support of the Home Education 
Division in *^he U.S. Bureau of Education, but arrangements have now 
been made to utilize the resources of the luiiversities of the country to 
continue the work.* (For description of the arrangement in Indiana 
see p. 30.) The Home Education Division was established to direct parents 
in continuing their education by recommending reading courses on subjects 
of a general nature and especially on the care and training of children. 
Special reading courses for boys and girls are offered. Literature of the 
Congress of Mothers is used by the division and encouragement is given 
for the organization of parent-teacher associations in schools. 

The National Congress of Mothers ;ilso cooperates with the U.S. Depart- 
ment of Agriculture, the Federal Children's Bureau, the U.S. Treasury 
Department in its thrift and savings division. For a number of j-ears it 
has worked with the International Kindergarten Union. 



* The Indiana Univprsity Extension Division was the first to put into effect the 
plan of cooperation in the Home Reading worlc. 



The Indiana Parent-Teacher Association 



HISTORY 



The Indiana Parent-Teacher Association, a branch of the National 
Congress of Mothers and Parent-Teacher Associations, was organized June 
7, 1912. A group of Indiana women who attended the convention of the 
National Congress of Mothers and Parent-Teacher Associations at St. 
Louis in March invited Mrs. Frederic Schoft to come to Indianapolis on 
her way home to talk over the matter of organizing an Indiana branch of 
that organization. This meeting was held at the Y.W.C.A. on March 28 
with Mrs. Schoff and Mrs. Orville T. Bright, and a committee was appointed 
to call a state meeting. The state meeting was called June 7, 1912. Mrs. 
Bright, representing the National Congress of Mothers, took charge of the 
business session, and the Indiana branch was formally organized as the 
Indiana Congress of Mothers and Parent-Teacher Associations, with Mrs. 
Fred Hoke of Indianapolis as president. 

In October, 1919, the name of the state organization was changed and 
it was incorporated for fifty years as the Indiana Parent-Teacher Asso- 
ciation. 

The state association is organized to strengthen and unify local parent- 
teacher associations and acts as a bureau of information and help to these 
and other organizations working for the welfare of children in school and 
home. 

Organization. The officers of the state association are a president, a 
vice-pi-esident-at-large, a vice-president from each of the thirteen congres- 
sional districts of the state, executive secretary, recording secretary, and 
auditor. These officers (with the exception of the executive secretary) are 
elected every two years at an annual convention. These ofiicers are mem- 
bers of the state executive board. Honorary vice-presidents may be elected 
by reason of distinguished service to the state association. 

An advisory council of from ten to fifteen members is elected every two 
years by the state executive board to meet at the call of the state presi- 
dent to advise with the association in regard to its affairs. 

The state executive board is composed of the ofiicers of the state asso- 
ciation, the presidents of the districts, tlie presidents of the comities, the 
president of tlie l)oard of department chairmen, and six members elected 
every two years. This board meets regularly twice each year, once just 
before and once just after the state convention. It also meets on call of 
the president when needed. 

For working purposes the state association is organized by departments 
and committees corresponding to those of the National Congress of Mothers 
and Parent-Teacher Associations. The chairman of each state department 
is a member of the corresponding committee in the national organization. 
The following departments are organized in the state association: Ameri- 



Parent-Teacher Associations 27 

canization ; better films ; child hygiene ; country life ; founders' day ; edu- 
cation to include home and school gardens ; home economics and thrift ; 
juvenile courts and probation ; kindergarten extension ; legislation to 
include child labor, child welfai-e, and federal legislation ; press and pub- 
licity ; mothers' pensions ; recreation ; social extension including the com- 
munity center idea ; and state organizer. The powers and duties of the 
following departments of the National Congress have not been delegated 
to departments, but are retained by the governing body of th state asso- 
ciation : children's books, child welfare magazine, membership promotion, 
parent-teacher associations, coordination. The state organization has no 
departments of marriage sanctity, endowment fund, loan papers on child 
nurture, mothers' circles, obstetrics, and parents' associations in churches. 

The chairmen of the departments are appointed annually by the execu- 
tive board. Together they form the board of department chairmen which 
elects officers every two years at the state convention. Their president is 
a member of the state executive board. 

The state association is organized according to districts, counties, cities, 
and local associations. 

The state is divided according to the thirteen congressional districts and 
each district is organized with a president who acts as vice-president of 
the state association and is a member of the state executive board. These 
presidents are appointed by the state executive board until there- are enough 
counties organized in the district to elect their own officers. Meetings 
may be called in the district by the state president or that officer's rep- 
resentative. 

Counties and Cities. The districts are organized according to coun- 
ties, with a president for each county appointed by the executive board 
until counties have enough parent-teacher associations affiliated with the 
state association to organize county councils. In any county where there 
are three or more parent-teacher associations county councils may be 
formed. The meeting to form such a council in any county is called by 
the state president or the representative of the state president. The officers 
of the county coiincil are a president, a vice-president, secretary, and ti'eas- 
urer to be elected each year at a regular meeting of the council. Member- 
ship in the county council consists of the membership of the local parent- 
teacher associations foi'ming the council, but the voting members are the 
officers of the county council, the township chairmen, and the president, 
secretary, and one delegate for everj' ten paid members of each local 
parent-teacher association forming the council. The presidents of the coun- 
ties are members of the state executive boards. Each county is in turn 
divided into townships with a chairman for each township. 

City councils similar to the county councils may be organized in cities 
where there are three or more parent-teacher associations affiliated with 
the state association. These councils are organized by the county presi- 
dent or the representative of the county president. (For suggested con- 
stitutions for county and city councils see Appendix.) 



28 Bulletin of the Extension Division 

ANNUAL CONVENTION 

The state association holds an annual convention which since 1919 is 
held at the time and place of the Indiana State Teachers' Association. 
Members of local affiliated associations have all the privileges of the 
convention except that of voting, a privilege which belongs to delegates 
only. Each affiliated association may send to the convention as delegates 
its president and one delegate for every ten paid members. The program 
for these conventions is made out by the state executive board with the 
help of any members whom it wants to call in to act with it on this 
matter. Annual conventions have been held since 1912 : in Huntington 
in 1913 ; Lafayette, 1914 ; Indianapolis, 1915 ; Evansville, 1916 ; Tort Wayne, 
1917 and 1918 ; and Indianapolis, 1919. 

MEMBERSHIP AND AFFILIATED ASSOCIATIONS 

Membership in the Indiana Parent-Teacher Association is of six kinds : 
honorary, active, associate, state sustaining, state benefactors, and state 
life members. 

Parent-teacher associations organized in connection with the schools, 
and certain other child welfare organizations which are approved by the 
state executive board are eligible to membership in the state association on 
the payment of dues of 10 cents a member for organizations of 50 or less 
and a flat rate of $5 for organizations of 50 or more. Half of the dues 
are retained in the state treasury and half forwarded to the National 
Congress. All the members of such are considered active members of the 
state association, but only such a number as have been paid for at the 
rate of 10 cents a member can be members of the National Congress of 
Mothers and Parent-Teacher Associations. There are at this time 115 
local associations in Indiana affiliated with the state and national organiza- 
tions. This represents a total membership of about 10,000 in the state 
association, 5,800 of which are entitled to membership in both state and 
national associations by reason of having been paid for at the rate of 
10 cents a member. 

Other educational organizations not organized as parent-teacher asso- 
ciations but desiring to cooperate in the work of the Indiana Parent- 
Teacher Association, if approved by the state executive board, may be 
affiliated upon payment of $3 dues, half of which is retained in the state 
treasury and half forwarded to the National Congress of Mothers. 

The state superintendent of public instruction, the county superintend- 
ents of schools, and the superintendents of city schools in the state are 
considered honorary members. Associate memberships may be secured on 
payment of $1 yearly, half of which is retained by the state treasury and 
half of which is forwarded to the National Congress of Mothers. State 
sustaining memberships may be secured on payment of $5 annually ; state 
benefactors, $50 at the time of taking the membership ; and state life 
membership, $25 at the time of taking the membership. 

STATE ORGANIZER 

The power of organizing local parent-teacher associations has not been 
specifically delegated to a state organizer. The state president as the 



I'akknt-Teachkk Associations 20 

executivo officer of the association acts in this capacity or designatos 
certain individuals to act for her. District and county presidents, acting 
for tlie president, do a great deal of organizing work in their local dis- 
tricts and counties. 

Various devices are employed to promote interest among teachers and 
educators in organizing. Speakers present the matter to county institutes, 
to local teachers' meetings, and to various state meetings. Propaganda 
is carried on by letters, pamphlets, and personal interviews. Requests 
from local groups for help in organizing are answered in so far as possible 
by the state association. Interest in parent-teacher associations in high 
schools has been greatly stimulated by the stipulation in the classification 
of the high schools of the state that in order to be put in class A the 
high school must have a parent-teacher association affiliated with the state 
association. 

FINANCIAL SUPPORT 

The association is supported by the dues from local associations, fi-om 
associate memberships half of which are retained in the state treasury 
and half forwarded to the National Treasury ; by dues from state sustaining 
memberships, state life memberships, and state benefactors, all of which 
are retained in the state treasury ; and by gifts from individuals and from 
local associations. Very material assistance such as printing, clerical 
help, etc., is also given by vai'ious state and private organizations with 
which the association cooperates. 

This money is used to cover the expenses of the state convention, post- 
age and stationery used by the association, the printing of leaflets and 
pamphlets, and the general running expenses of the association. 

MONTHLY BULLETIN 

Since January, 1920, the association has sent out monthly a mimeo- 
graphed bulletin during the winter months witli notices, items of interest, 
plans of work, etc., to local associations affiliated with it. This bulletin 
is the official organ of the state association and together with the state 
convention and personal communications affords the means of direct con- 
tact between the state association and local associations affiliated with it. 

ACTIVITIES OF THE ASSOCIATION 

For the year 1919-20 the state association suggested the following lines 
of work to local associations affiliated with it : health — the modern health 
crusade, lunilth talks in the schools, clinics — especially dental clinics — scales 
in every school ; school attendance, especially in the rural schools ; and 
thrift, in cooperation with the thrift activities of the federal government. 
In addition to these activities the association has coiiperated with the 
Indiana Child Welfare Association in its plans, has tsiken an active part 
in the "Teacher Week in Indiana" campaign ; has given its active support 
to the following hills in the U.S. Congress — the Smith-Towner, education 
bill, the Shepperd-Towner maternity and infancy protection bill, and the 
Fess bill for the promotion of physical education ; has urged its local 



,■^0 Bulletin of thp: Extension Division 

associations to estahlish systems of school feedlr^, and lias cooperated 
with the Indiana Indorsers of Photo-Plays in an uttompt to bring about 
a demand by the public for better moving pictures and to secure good 
picture^from the producers. 

For the year 1920-21 the state association suggests the following lines 
of interest to its local associations : health — modern health crusade, health 
supervision in public schools, health lavps, recreation and physical educa- 
tion, school lunches, lectures on child hygiene, sanitary conditions of school 
buildings and grounds, scales in every school, courses in general biology 
in schools to solve problems in sex education, school nurses and all-time 
health oflBcers ; school attendance — a study of the problem, an attempt to 
keep children in school without using the force of the law ; thrift — a study 
of thrift principles, teaching of thrift, cooperation with the thrift pro- 
gram of the United States government. Other suggested subjects for 
study or activity are the following: the community center, national holi- 
days, juvenile delinquency, beautification of school grounds, music in the 
schools, books and pictures in the schools, kindergartens and primary work, 
Americanization, moving pictures, rural schools, and teachers' salaries. 

COOPERATIVE ARRANGEMENT WITH THE EXTENSION DIVISION 
OF INDIANA UNIVERSITY 

In October, 1919, the Extension Division of Indiana University opened 
a Bureau of Parent-Teacher Associations to give more direct service to all 
parent-teacher associations of the state. The Indiana Parent- Teacher Asso- 
tion functions thru this bureau. State headquarters of the association are 
in the Extension Division and a member of its staff acts as executive 
secretary of the association. Materials of the association are kept in the 
Extension Division files and clerical help is given by the division. 

Pamphlets, leaflets, and letters on various phases of the welfare of 
children and printed matter of the association are distributed by the 
division, using postage of the association. A mimeographed bulletin is sent 
each month from the division to local associations affiliated with the state 
association. The Extension Division acts in an advisory capacity to the 
association on questions of general policy and specific undertakings. 
Advisory service is also given local associations. 

HOME READING COURSES IN THE EXTENSION DIVISION OF 
INDIANA UNIVERSITY 

The Extension Division of Indiana University has taken over the man- 
agement for Indiana of the Home Reading coui'ses of the United States 
Bureau of Education. When the U.S. Congress failed to appropriate suffi- 
cient money for the support of the Home Education Division in the United 
States Bureau of Education at Washington, arrangement was made to 
utilize the resources of the universities. Indiana University was the first 
to effect a plan of eouperation with Commissioner Glaxton and put it into 
operation. Accordingly, the Home Reading Courses for the National Read- 
ing Circle of the United States Bureau of Education are being continued. 
The work of distributing the courses and assisting readers in Indiana is 



Parent-Teacher Associations 31 

(lono by the Extension Division of Indiana University. Parent-teacher 
associations may continue this work in cooperation with Indiana University. 

COOPERATION WITH THE -INDIANA CHILD WELFARE 
ASSOCIATION 

The Indiana Parent-Teacher Association is one of a number of organi- 
zations wliicli have associated themselves together to form the Indiana 
Child Welfare Association. This organization is a state-wide organization 
of representatives of public and private, state and national agencies doing 
child welfare work in Indiana, of individuals interested in child welfare, 
and of child welfare committees in the various counties of the state. It is 
a cooperative association to work for the realization of a complete program 
of child care in Indiana. 

COOPERATION WITH THE INDIANA STATE TEACHERS' 
ASSOCIATION 

In November, 1919, the Indiana Parent-Teacher Association was made 
a regular section of the Indiana State Teachers' Association. The annual 
meeting of the state Parent-Teacher Association is held at the same time 
and place as the State Teacliers' Association and its programs are arranged 
with and printed by the State Teachers' Association along with the general 
program of that body. 



Papers Read at the State Convention of tire 

Indiana Parent-Teacher Association, 

November, 19 19 



ANNUAL ADDRESS OF THE PRESIDENT 

Mrs. Hence Orme 

Once again we meet in our annual convention. This year tlie darlc war 
cloud has lifted, but the effects of war have not been effaced. War has 
left its stamp upon us, and many years will come and go before we have 
forgotten war's grim chances. The adult population of America did not 
suffer very much. We were asked to save and conserve, and we did, with 
little or no inconvenience to us, but the children of America were over- 
looked for a time. 

We went into Red Cross work and other war activities with such vim 
that we overlooked some of the most important things, and the one which 
above all others we should have stopped to consider was the welfare of 
the children. 

This oversight was not intentional on our part, but the task of getting 
our army equipped was seemingly the one thing upon which we should 
bend all efforts for the time, and when we did get a consciousness on the 
matter things had gone too far. First, there had been a general upheaval 
of affairs, all regular processes of life had been broken up ; second, a 
general let-down along moral and social lines ; third, a general hardening 
of the imagination, a natural sequence of war ; fourth, mothers and older 
children had been compelled to go into factory and munition plants to 
work. Tlie result of these four things, when it became evident to us, was 
appalling. Juvenile courts were full of our little ones, young girls barely 
entered into womanhood were mothers of illegitimate children, and sex 
improprieties were a common thing, especially in districts where there were 
camps and cantonments. False standards of living had been set up, and 
our national ideals were threatened. England sent us words of warning, 
and we were wise enough to heed them. 

The first thing we did was to take stock of ourselves, and we found 
that we wore lacking in the care of the child. The Children's Bureau in 
AVashingtou immediately sent out a call for a whole year to be devoted 
to the study and work for the child. Every child was to be weighed and 
measured, and a hundred thousand babies were to be ^aved. This, how- 
ever, we cannot say was done, and this was the weakest point in the pro- 
gram for Children's Year. However, much good was accomplished, for 
the welfare of the child was made a community responsibility and the 
educational value of Children's Year can never be estimated. 

Mucli of the work of this year was done by the Parent-Teacher Associa- 
tion. We threw our forces into the field with all vigor and accepted 
responsibility for certain parts of the state. Tliis organization, eight years 



Parent-Teacher Associations 33 

old in the state, is a part of the National Congress of Mothers and Parent- 
Teacher Associations. With twenty-five yeax's of work for the child hehind 
us in the national, and eight years' experience in the state, we feel that we 
can come to the intelligent citizonsliip of this state with a program that 
will aronse their interest and sympathy. 

The first point in our program is health. There arc several things 
es.sential to hciilth : good food, exercise, sensible clothing, and i>lenty of 
fresh air. We must continue to talk school lunches and the warm lunch 
at noon. This nuist he a part of ^ur work luitil every child is cared for 
in that respect. The Extension Division of Indiana University has recently 
issued a very good luillotin on "Fooding Childroii at School". It i.s free 
for the asking. 

Recreation is necessary for the growth of the child in order that the 
body may function properly. Physical education should be a part of 
every school curriculum, not a side-issue. Our last legislature pas.sed a law 
giving to school children, in cities of 5,000 or more, physical education, 
forgetting that the majority of the children in our public schools do not 
live in cities of 5,000. What does the state intend to do for the remainder 
of the school children of this state? I fear that lawmakers are not only 
ignorant of modern methods of child welfare, but absolutely indifferent to 
anything but their own s(>lfish political interests. The greatest thing in 
Indiana is not the political issue of either party, not the tax commission, 
not the industrial conditions, tho they all affect the body as a whole, but 
tlie greatest thing in our great commonwealth today is the welfare of our 
000.000 school children, and our 200,000 little ones under school age. And 
Indiana as a state has failed miserably in her duty if any little child is 
deprived of any opportunity of devlopment. 

Health must ever be a paranutunt issue as regards the child life of our 
state. We are wasting money wlion we attempt to educate sickly children. 
There are in the United States today 20,000,000 school children, fully 
15,000.000 of whom are defective physically. It is safe to say that Indiana 
has among her 000,000 school children her share of defectives, witness 
700 mentally deficient in the School for Feeble-Minded at Fort Wayne. 

Those who have made a study of this matter tell us that much of the 
physical defectiveness comes from malnutrition, and a large per cent of 
malnutrition comes from ])ad teeth. We must have in this state a manda- 
tory medical inspection law for our public schools. Every child must be 
examined and then compelled to have his defect or disease treated before 
he can again be a pupil in our schools. 

We need a new health law in this state. I'nder the present system or 
machine, which was put into force in 1881, and consequently very much 
anti(iuated, we have 550 health officers in the state. Most of them object 
to a change in the law, and the reason is obvious. They draw public 
money and do not render the ecpiivalent. Hence they are not willing for 
a change. 

Under this .system or machine we do not have trained men in ottice. 
Appointments are made because of political pull, and the health officer 
does not give full time to the duties of his office. Under a new system we 
would have men giving full time to the work, men trained for that purpose, 
and they would be unobstructed by fear (»f losing office because of dis- 



34 Bulletin op the Kxtension Division 

pleasing a patron, since his reputation does not depend upon that side of 
his professional life. He will give service and be diligent and faithful in 
performance of his duties. 

The visiting health nurse is needed in every county in this state, and 
public health demands that, especially in rural Indiana, we have these 
nurses going about rendering a very much needed service. With the all- 
time health oflicer and the visiting health nurse, Indiana will soon be at 
the top in Child Welfare. 

A short time ago, a survey was made of 10,000 country and city chil- 
dren. The city children were found to be in far better health than those 
from the country. Typhoid fever in rural Indiana was 2 per cent on the 
increase above the urban communities. In Indiana every year we spend 
$20,000,000 on sickness, disease, and death, and each year we buy 23,000 
short coffins, a great economic and spiritual loss to our state. Little ones 
are uncared for who might, if they had proper treatment and care, grow 
into useful citizens. 

These are grave questions and should be considered from the stand- 
point of service to humanity, and every parent-teacher association in the 
state can do its share toward arousing public sentiment for these health 
laws. 

Another task that confronts us is getting and keeping every boy and girl 
of school age in school. We must make parents understand that an edu- 
cated, trained mind will mean more to them and to the child in the indus- 
trial world than the puny efforts of the untrained, uneducated boy or 
girl now. A few years of Avaiting until the child has been trained to work 
efficiently will mean much both to the state and to the individual. At the 
suggestion of your president the state board of truancy issued a pamphlet 
on the school attendance law, and you may have this by writing to Mr. 
Amos Butler, Statehouse. 

We believe in the child, and we believe it is good for him to work, and 
we would under no circumstances endorse a prohibitive child labor law. 
Children need to be taught the dignity of work. Often in large cities it is 
necessary while a child is going to school to open a trades school or class 
and pay the child for his work, it being done under the supervision of the 
school and along with other school work. Likewise, it is necessary for 
the child to have some kind of employment during vacation time, and where 
there are no vacation schools, then a law that forbids all children to work 
for pay will work harm rather than good for them. Idle children lind their 
way into juvoiiilo court. Ikmu-o the need of supervised work during the 
vacation pci'iod. I like llu- ludlld of llic .liiiiior Itepublic at Freeville, N.Y. : 
"Nothing willioiil l.'iluir". IUmc in tliis scluKtl I lie rich and poor work side 
by side Jind each must lie a preduclive unit. The result is a bett(M- class 
of slcilleil \\(Pi-knien and lieder citizens. 

We must e\('nluail,v liave c(nitinnati()n schools like those of Cincinnati 
and Boston. In Ohio they liave a st.ate law authorizing school authorities 
to establisli such schools. 

Rural schools of this stale nuist undergo a complete change. No wonder 
that country lioys and gii-ls leave school as soon as they have reached the 
age limit and often lielore. Scliool is not attractive and they leave for the 
workshop ;in(l the indiisti-ial world, thus depleting tlu> ])rodu('tive force of 



Parknt-Tkacitkk Associations '.V> 

the statp. Eduontion in the rnrnl siiiools must meet the needs of rural 
life, and only until siieh a thins; eomes to pass in this state will we have 
Hie risiht kind of rural life. We niusl hav(> vitalized voealional training 
hoth in agriculture and domestic science. ..., 

We put our children in school at the age of six. They are all poured 
into the same hopper with no thought of developing initiative, no thought 
of training the imagination, hut each child regardless of his ability is 
exiK>c(ed to leave school with so much of certain things and we say that 
tlu^y have their ehMuentary education when often they have no education 
at all. They have gone thru hoolcs, they have memorized parts of them, 
hut many arc not even alile to spell correctly, fo say nothing of pennian- 
shi|). 'I'licy liiivi> \wt lu'cu taught to ai>i)iy wliat they have learned to life, 
and wlicn tlicy !i>;iv(> tin- schoolroom they often leave what litth^ U\'irning 
they liave received behind them. 

Our schools must do c(>rlain things: they must teach the child to 
di.'scovcM" himself, direct liimsclf. sustain himself. Iiilcli educjition on to life, 
take liobl of tlie real big in'ol>U'ms and make them go. 

There are big tasks I'jiciiig our nation today, and w(> xhhhI big men and 
women to solve them, and we look to the public schools of our land to 
equip our hoys and girls to liandk' the at'lairs of men. rnb^ss we can within 
the next decade turn out of our schools and collcees nuMi and women wlio 
can do things and who can get a lirni gri|t on the world our nation is 
doomed. The hoiu' of I1h> nation lies in the training of the boys and girls 
in th(> itnblic schools of today. 

Back of the s<-hool is the tt'acliei'. and no mattiT how much we need 
ethcient teaching force in this state we will not get it until we pay a wage 
sufticient for the teacher to live, one that will attract the best men and 
women to the profession. Higher wages for teachers, increased qualifica- 
tions must go hand in hand and we. the mothers of the school children of 
thi:- state, must work for those two things. 

The third iKiint in our state program is thrift. The government has out- 
« lined the plan, and we must fall in with it. If we are al)le to ])ay off the 
tremendous war debt, and not leave it to iM)sterity to face our obligations 
nni»aid. we must begin to save. War savings and tlirift stanqts nmst be 
bought ill great numbers, and the children must be trained to save. Write 
.Mr.'-. Julia Henderson, Hume-Mansur Huilding, and she will send you 
lielpfnl material. 

.My personal contribution to the work the past year has been as follows: 
h'tters written, personal, 9S4 ; mimeographed letters, .'{r»0 ; ])ackages of 
lit»M-!iture sent out, 280; postal cards written. 1~A\ : addresses made on P.T.A., 
T'.>. I'ractically two-thirds of those organizations which have made state 
affiliation in the imst eleven months h.-ive <'(>me in because of iiersonal 
visits on the i>art of your president or because of letters written. 

Your president has called and held two state board meetings, represented 
the state at two conferences called by our (Jovernor, has served on the state 
c( nimittce of the School Patrons' Committee, a department of the National 
Kducational Associiition. Slie has spoken at the annual meeting of the 
Photo Endorsers of Indiana, has served as vice-chairman of the Woman's 
Section of the Indiana lioosevelt Memorial .\ssociation, as a member of 
the National Country Life Committee on Rural Education, and a member of 



3() Bulletin of the Extension Division 

the Committee of One Hundred who are endeavoring to malve a record in 
Red Cross Seals sales. She has spoken at twenty county teachers' institutes 
during the past summer and fall, and her only regret in suhmitting this 
report is that the days were not longer that she might not have had larger 
opportunity and more time to work for the children of our state. 

Recently we have made an affiliation with the Division of Extension of 
Indiana University, with Dr. Edna Edmondson, who is in charge of the 
Child Welfare work of the Division, as the executive secretary of the 
Indiana Parent-Teacher Association. This means more than I can tell you, 
for with such an institution behind us we cannot fail in our purpose. Dr. 
Edmondson is admirably fitted for her work, and she brings to us her 
intense interest in our cause and her love for the child life of our state. 
She is ready at all time to help. Write her when you need her advice. 

Finally, dear friends, let us work with renewed energy for our little 
ones. It is a precious heritage we haA^e been given and it is our business 
to see that every child knows and realizes what the greatest thing in the 
world is and means, love. Our work must be based upon this great prin- 
ciple, and we must be in this work because we love little children, because 
we see and know its value, and because we realize that, created in image 
of God, it is possible for man to attain that image. We must realize that 
the child does not fail, and that he develops only as we put him in sur- 
roundings that are conducive to growth, and that he lanfolds his wonderful 
possibilities at our touch. Our reform schools and juvenile courts are a 
reflection on our homes, and we have come to know that the great question 
with children is not one of charity or correction but one of formation, and 
for that we are responsible. 

All of our modern pedagogy is built around the child and his instincts, 
and we must bring our lives to conform to the life of the child. 

We have had for so long our eyes firmly fixed on material progress that 
we have lost the touch with childhood. The play spirit is lost because 
we have gone too far from the heart of humanity, the child, and we who 
have felt in our superior adult way that we were teaching the child, and 
that we really had much to teach him, must realize that we have very 
little after all to reveal to him, except the art of growing into adulthood. 
Our children will take us by the hand and lead us into fields Elysian if we 
will but let them. They and they alone can reshape the universe. They 
are the Kingdom Come of mankind, and we must accept the inevitable and 
live with the children and enter the realm of childhood with the same 
spirit of confidence that they evidence. We talk of children growing up. 
They never do, but we pull them down to us. It is the adult that needs 
to learn the art of growing up with and to the children. No longer is it 
a boy and girl problem, but a man and woman problem, a mother and 
father problem. Our duty is clear : we must hunt up every little child 
and make his life bright; we must put ourselves on the same level with 
the children, not on a plane above ; we must establish comradeship and 
good fellowship, and save the little ones for the future. 

We are being led into a glorious futiu-e, today, my friends, because of 
the little ones, and I am sure that there is no one within the hearing of 
my voice who does not realize this and accept her share of the responsi- 
bility of making the world a happier place for the children. 



Parent-Teacher Associations ^7 

Don't blame the government when things go wrong politit'iill.v, when 
men so far forget their obligation to hnmanity as to he dishonest with 
l>nl)li(' fnnds. or to betray a public trust. IJlame tlH> lionies of this nation, 
and be sure that disaster caimot befall any nation whose homes are 
founded upon the great principles of the Divine. No nation can rise above 
its homes, and the nation that fails in rendering justice toward its chil- 
dren will inevitably suffer. 

Big speeches on high ideals will not make the world safe for democracy. 
We must get into the thickest of the fight for right living and sacrifice 
ourselves for our ideals. And today if we as a nation and if our leaders 
had been willing to have done this, we should be farther on toward the 
goal of universal peace than we can ever liope to be when men strive for 
personal aggrandizement. 

The hand of Jehovah has been laid against injustice to little children, 
and w-e as mothers and teachers and guardians of the child life of our state 
and nation must accept tlie responsibility that is ours and pledge our best 
efforts, our manhood and womanhood, for the children's cause in Indiana. 

AN ADVENTURE IN RURAL HEALTH SERVICE 

Amalia Bengston, Superintendent Renville County Schools, Minnesota 

When I first became superintendent of the Renville county schools I 
planned to do all in my power with the money allowed me for the better- 
ment of these schools. I hoped to be able to persuade the people of the 
county that only the best in schoolhouses, equipment, and teaching force 
should be thought of for the school children, and with this idea in mind 
I began visiting schools. 

I had made only a few visits, however, when one day I said to myself, 
"What is the use? What is the use of asking the people of Renville county 
to spend money in bettering the schools for children who are i)hysically 
unfit to get the full benefit of what is given them, or for children who are 
too sick to be in school at all?" For as I went about visiting schools I saw 
children so badly affected with adenoid and tonsil trouble, children whose 
eyesight and hearing were so impaired, children who were such victims 
of malnutrition and nervous disorder that they were unfit physically to 
get their school work as they should. The more I talked for better school- 
houses and a better teaching force the more convinced I became that I was 
hitching the cart before the horse. And I saw my duty toward those 
children in a new light, for I began to realize that an attempt must be 
made to have medical inspection, and at least give the children an oppor- 
tunity to be made fit for school as well as make the school fit for the 
children. 

I knew the visiting nurses had done much for the children of the city 
schools and I reasoned what was good for the city children ought to be 
good for rural children, were it suited to country conditions, and I began 
to plan for a county nuwie. 

To get a nurse would take money, and as I planned to have the health 
work paid for by county money appropriated by the county board of com- 
missioners, I knew that I must work up some sentiment for our proposed 
health work among th« taxpayers before the commissioners would feel 



38 Bulletin of the Extension Division 

justified in giving me an appropriation. My first move tlaerefore was a 
campaign for public sentiment. 

At every meeting v\'liere I had an opportunity to spealt, I took occasion 
to tell of health conditions among the school children as I had observed 
them. I pointed out what the cities had done for their school children 
for some years past and how conditions had been bettered. I argued that 
the people of prosperous Renville county ought to give this health question 
some consideration. Some one or two in every gathering would come to 
me at the close of such a meeting, say they were interested and ask what 
I proposed to do. To these I explained my plan for a county nurse, and 
asked that those interested would take occasion to speak with their county 
commissioner, asking him to give me at least thoughtful attention when I 
brought the subject up at a meeting of the board. When enough people 
seemed interested, I went before the county commissioners and asked i'tu- 
an appropriation for our health campaign, if nothing more, enough money 
so that we could "try out" our plan. 

The morning I went before the board I did receive the finest kind of 
attention, for all those men had been interviewed and were more or less 
ready to express their views and voice all their fears. One of these fears 
was with reference to the legality of the movement, for much to my sur- 
prise I 'found that medical inspection paid for out of public money could 
only be carried on legally in cities of the first and second class. We finally 
persuaded the commissioners to call the nurse assistant county superin- 
tendent (I should like to say here that Minnesota has since passed a 
mighty fine permissive public health law) and I was given an appropriation 
of $300, after I guaranteed her traveling expenses out of my own allow- 
ance for traveling expenses. The most convincing argument used was 
given by the chairman of the county board, when he said : "It paid to 
have a campaign for better health among the hogs in this county ; we 
might try a little something for the children." I might add that during 
two years there was spent, in Renville county, $50,000 to stamp out our 
epidemic of hog cholera, and the farmers all felt it was money well 
expended. 

It was the middle of November before our first nurse. Miss Mary Cor- 
nish, came to us and the work was begun. Later Miss Dorothy Motl came. 

It was the middle of November before we began our work, but from 
then until Christmas we had good roads and weather, so with the use of 
my Ford we made a good start. We worked rapidly, examining as many 
as 89 children a day, and visiting four schools. We do not recommend 
such haste, but in our case it seemed absokitely necessary, for we wanted to 
cover as much of our county as possible in three months and we have 140 
schools. The children were examined for any symptom of eye, ear, nose, 
throat, tooth, and skin trouble ; in some cases we took temperatures and in 
others throat culture. It was necessary to make many home calls to talk 
with mothers about their children. 

Yes, there was opposition to our health work and for the first few weeks 
we simply had to turn deaf ears to this, and work on, trusting that the 
results would argue for the work. Whenever children refused to be exam- 
ined, saying "My mother said I did not need to be examined by the nurse," 
we did not argue with the children, but after we had finished our work 



Parent-Teactteu AssociatioNvS 30 

in that particular school we made a "home visit", taking the children in 
question with us. In every case we found it was a matter of misunder- 
standing, and the mother consented to the examination when the work 
was explained to her. Sometimes children absented themselves from 
school when they expected the nurse, but they did not escape us, because 
we made it a point to make a home \asit in every case and soon it became 
noised about that there was no way of escaping the nurse. 

Some of my friends said that it was well enough to take a nurse about 
a county while the weather and roads were good, but when the snow 
began flying it would be an impossibility to carry on the work. Fate 
seemed to be with us, for, had we set about to demonstrate what could be 
done inider adverse climatic conditions, we could have chosen no better 
winter than we did. For weeks at a time the thermometer played around 
the 30 below mark, and the snow piled in ten- and fifteen-foot drifts, yet 
we traveled every day that it was at all possible for any human being to 
be on the roads. 

Renville county is prosperous, there are few poor people, no child is 
imderfed. and no one wilfully neglected, yet our tabulated report shows 
an appalling amount of physical defectiveness. Out of our school popula- 
tion of 6.000 we examined 5,000 and found 4,095 defective, testifying that 
81 per cent of the children were defective. This seems almost unbelievable 
and yet it does not tell the whole story, for I could take you to school after 
school where there was 100 per cent defectiveness, where we sent a notice 
to the parent of every child in that school. Yet, as I said before. Renville 
county is a properous county, and we have every reason to believe that 
conditions found in Renville county today are the same as in other counties 
where a health survey has been taken. The percentages of the defective- 
ness found were : teeth, 55 per cent ; nose. 40 per cent ; throat, GO per cent ; 
e.ves, 22 per cent : ears, 17 per cent ; malnutrition. 16 per cent ; nervous 
disorder, 16 per cent; neck glands, 14 per cent; skin, 13 per cent, and gen- 
eral appearance, 12 per cent. 

Think of 17 per cent of our school children being partially deaf, and 
many of thes-e growing up to face stone deafness unless something were 
done to correct the trouble while they are still children. And unless some 
sort of health inspection had been inaugurated nothing would have been 
done, for neither the children nor their parents realized that anything was 
wi'ong. We have on record children who were stone deaf in one ear and 
did not know it, children who had absolutely no sight in one eye and did 
not know it. Their parents had no realization of the state of affairs, and 
their teachers had not made the discovery. Who then was to come to the 
rescue if a nurse had not been employed? Out in our county we know 
we did not begin the work half soon enough. 

The 40 per cent of nose trouble represents the children who were mouth 
breathers from some cause or other — in a great many cases from adenoids. 
Children who are mouth breathers, aside from having deformed faces, are 
a prey to many diseases, and almost invariably have throat trouble in 
addition to their nose trouble. I have here in my hand a plaster of paris 
mask taken of the face of a fourteen-year-old boy having adenoids (show- 
ing mask). Note his short upper lip, his protruding front teeth, the unde- 
veloped nose, and the dead expression under his eyes. To my certain 



40 BtJLLETIX OF THE TCxTEXSIOX DIVISION 

knowledge this fact is typical of a large number of children in our schools. 
The boy in question had a slvilful operation performed and his adenoids 
removed. He then went to a dentist, a Dr. Miller of Bird Island, in our 
county, and had his teeth straightened. Here he is eight months later 
(showing another cast). See what a well-shaped mouth he now has, how 
his nose has developed, and how his whole face has changed. As I said 
before, he was only fourteen years old and was growing rapidly, hence the 
marked change in so short a time. 

Here is an impression of the mouth of a girl sixteen years old, who had 
adenoids. Note how the teeth fail to articulate. This girl, while keeping 
her mouth open in order that she might breathe, had deformed her jaw, 
and consequently her teeth had grown out of their natural places. 

Just a word about malnutrition. According to our report, 689 children 
in Renville county were apparently underfed. Yet we know these children 
get all they need to eat, but the fact that they were physically unfit to 
assimilate properly this food, and consequently showed signs of malnutri- 
tion, had escaped the notice of their parents. 

Now to ask, "What of it?" "What good came of the health survey?" 
Our records show that about 1,000 of the children examined were taken to 
see either a doctor or a dentist, or both, the first j'ear. Parents who at 
first opposed the work are fully convinced that a county nurse should be 
a permanent worker among us, when they see how much their children 
have benefited by a little medical help. 

Besides examining the children, the nurse had been a great factor in 
bringing about a general education for better health. In our county today 
you are away behind the times if you do not know what adenoids are, and 
the havoc bad tonsils can bring, why eye-strain is so prevalent and how 
to prevent it, why teeth should be taken care of, why we should drink 
plenty of water and eat the proper kind of food, what kind of clothing is 
best to wear, and why we should not wear too heavy and too much clothing 
while indoors (we have induced some little boys to remove one coat and 
three sweaters while in school), why we need to be clean, etc. 

Another great service the nurse rendered us was to bring about a veri- 
table epidemic of schoolhouse impr()^•enlent. She proved that the physical 
condition of the schoolhouse was reflected in the physical condition of 
the children ; for example, a poorly lighted and badly ventilated school- 
house always housed children with eye-strain and nervous disorder, and in 
a schoolhouse having ill-fitting desks were children of poor posture. 

During the siimmer of that first year the nurse was with us we con- 
ducted so-called "Baby Clinics" in the county, one in every township and 
one in each village. We urged the mothers to bring the children below 
school age to the clinics, and much the same kind of an examination was 
given them as was given to the children of school age. We found that GO 
per cent of the children of pre-school age were defective. I am of the 
conviction that much of our health work should be done with these chil- 
dren of pre-school age so that the glad day will come when children are 
as physically fit as possible when they enter school. 

When the first year's work was completed the question came up as to 
the employment of a nurse for the second y«ar. By this time there was 
so much public sentiment for the work that o»ir ««Knty boa»d felt justified 



Pahrnt-Tkacmikk Associations 41 

in appropriating $2,000 for the next year, and now it is no longer a question 
as to whether or not a nurse slioulcl be employed but merely a question 
as to how much money is to be appropriated. 

Once in a while someone voices the sentiment that taxes are going up 
every day, and that expenses must be curtailed, and also once in a while 
the suggestion comes that the curtailment might be brought about by not 
employing a nurse ; but, as happened one day, when we proved to one 
taxpayer that a $2,000 appropriation meant a tax of only 31 cents tax per 
quarter-section, he is likely to shrug his shoulders and say, "Oh, well, I'd 
smoke that up in a day or two, and if it's going to help the children any, 
go ahead." 

In short, I believe we have had a new vision ; that we are thinking less 
in terms of dollars and cents and more in terms of humanity ; I believe 
we have prayed that prayer of Nellie McCurig's and heard its answer : 

Lord, take us up to the heights, and show us the glory, 

Show us a vision of empire ! Tell us its story ! 

Tell it plain, for our eyes and our ears have grown holden ; 

We have forgotten that anything other than money is golden. 

Grubbing away in the valley somehow has darkened our eyes ; 

Watching the grotuid and the crops — we've forgotten the skies, 

But, Lord, if thou wilt canst take us today 

To the Mount of Decision 

And show us the land that we live in 

With glorified vision ! 

FUNDAMENTAL CONCERNS OF THE PAKENT-TEACHER 
ASSOCIATION 

L. N. HiNES, State Sui>erintendent of Public Instruction 

I am very greatly interested in the proceedings of this association, and 
in every way I intend to give it all the help of which I am capable. I 
believe in the work of the Parent-Teacher Association, and I believe there 
are many problems which active, intelligent local parent-teacher associa- 
tions could solve or could help solve. 

I have two letters in my hand which are typical. A woman writes 
to find out if there is any law to compel the local authorities to repair 
the schoolhouse. She says that practically all the windows are broken. 
There was a hard rain the other day, and a wind blew the rain into the 
room, so that the pupils had to move to the other side. Many farmers 
would hesitate to winter stock in the same quarters; yet our children are 
forced to attend school in such buildings. This woman goes on to say 
that the stove smokes Ijadly. I want to tell you that if this school is a 
fair sample of some of our country schools, we certainly have room for 
improvement. The woman says that the trustee is uneducated and unfit 
for the office he is holding, and that she thinks they need an organization 
of teachers and parents. 

It is unfortunate that such a man should hold office, but you know how 
many candidates win office by promising taxpayers that they will have 
lower taxes. They begin where they think there is the least objection and 
cut expenses there. 



42 Bulletin op the Extension Division 

I have a letter from a farmer who makes this hitelligent observation : 
ho says that the first thing they need is equipment, and then they need 
otticers who realize that a boy and girl mean more to the community than 
dollars. 

There is certainly need in this state for an organization in every com- 
munity to see to it that in every schoolhouse the children are taken care of 
physically and mentally. Our children are our chief assets in this country. 
As you go around the country you hear that wheat and corn and oats 
are assets, but I tell you we are rich because we have children. We may 
have these other things and be infinitely poor. The crop of children is the 
biggest crop of all. 

The parent-teacher program should include better equipment for the 
schools and better health for the children. It is of first importance to do 
the best possible with the present equipment. The school at home may not 
bo wliat you think it ought to be, but do the best you can with what is 
available, and then continually keep in mind that something better must 
be had. 

Have you parents been to the school? Have you investigated to see 
whether or not it is kept clean? Have you ever tried to find out whether 
the schoolrooms are well ventilated? Are the seats comfortable? Are the 
children interested? Do the children sit in poor light and not complain 
I)ecause they are not conscious of discomfort of any kind? Remember, 
all this is laying up something that must be paid for in years to come. 

Is the hearing of the pupil tested? Is correct posture insisted i;pon? 
Is work being done along the line of caring for the teeth? And what about 
the meals at home? There are a lot of things to do, and there are many 
intelligent teachers to help do it. 

When you go home, ask your teachers to have a set of compositions 
written on "What I Had for Breakfast", and I am sure that any teacher 
and most parents have something coming in the way of a surprise to see 
how poorly some children are fed in a number of homes. Some breakfasts 
consist of coffee and pickles. Children will not grow into sound manhood 
and womanhood on coffee and pickles. 

Is the drinking water in the school safe? In every rural schoolyard 
there should be a driven well. Do the children get enough sleep? Are 
health habits being taught at school? 

Now, I am thoroly in sympathy with the teacher who says that there 
are too many things in the course of study and she can't undertake these 
extra jobs. But they have to be undertaken by somebody. 

I think there should be a law that every board of trustees must hire 
somebody to see about the home conditions of the children, that they 
receive proper food, etc. I think we are coming to that. We proposed 
it before, but we were turned down. We are working on it now, and I 
think we will find a solution. I believe the time will come when we will 
have an intelligent trained nurse to work for the interests of the children 
in every community in Indiana. If we cannot keep our children well and 
strong in mind and body, they are not going to be effective citizens in years 
to come. The school nurse, the school doctor, the school dentist are all part 
of the campaign for better things. 



Parent-Teacher Associations 4''> 

We must secure more and better teachers, improve on the quality of 
teachers that we have, and give them more money. We were 38.000 
teachers short in this country this past fall, and we have 05.000 below 
standard. We are going to have to meet this situation by putting more 
money in the teacher's pay envelope. You see, there are practically 100,000 
teaching positions in this country vacant or filled by folks who ought not 
to have them. It does seem too bad to have to turn our children over to 
young, inexperienced girls in the schools, and there is only one way to 
get enough teachers, and that is to give them enough money. 

We simply nuist raise enough money thru taxes in this state to pay our 
teachers enough to live on. We haven't been able to do it this year, so 
we will have to go thru the year short of teachers. You say that a teacher 
should have the spirit of a missionary and not work merely for the money 
in it. That is true, and they do, but they simply must have enough to live 
comfortably, and that is all they ask. 

What is the bank or the store or the farm compared to the child? I 
have often told the story of a man who was converted on that point. He 
had an only son who lost his life during his college days. The man said 
he would have willingly given all he had for the life of that boy. 

We parents must ask ourselves this question — it is a good way to make 
an estimate of the whole situation — What will our children think of us 
after we are dead and gone? If you can frame in your mind what it take;> 
to make up the right kind of an answer in the thought of your children 
thirty or forty years from now, you will see clearly where your duty lies. 

We haven't enough children in this country. But if we will pay atten- 
tion to the children we have, help them get the sort of education they 
ought to have, the sort of physical training they ought to have, we will 
work at the biggest job ever given men and women to do in this world. 
That is what God thought when he established parenthood and put into 
our hands the care of these little children. 

And, in conclasion, my friends. I want to urge this matter of better 
schoolhouses, better health, more teachers, more thoro equipment in the 
schools. We must have them if we are to bring up our children to a strong 
and vigorous manhood and womanhood, and that is why we are holding 
this meeting today. 

PHYSICAL EDUCATION IN THE PUBLIC SCHOOLS 

Georce E. Schlafer. Supervisor of Courses in Play and Recreation, 
Extension Division, Indiana University 

I have the advantage of most speakers because my subject admits of an 
unusual treatment. If I see my audience getting sleepy I can put them 
thru a game or two by way of demonstration, and waken them thoroly, 
still keeping within the province of my subject. 

According to Ritter, all living things that come to the «>arth are partly 
equipjied for life, the lower forms of life being more fortunate in this 
respect than the higher. Insects are almost fully equipped. The seventeen- 
year locusts spend a long period In preparing for a life of a very brief 
season. Ascending in the scale of life, we find the higher forms less and 



44 Btlletin ov tiik Extension Division 

less propai-od until we reach man, (lie liigliest form, who requires years of 
preparation for life after he is born on the earth. 

Man is born with certain instincts which form the basis of his ecpiip- 
ment for life, and it is upon and around these instincts that his preparation 
for life must be laid. One of these instincts is the play instinct. All 
forms of life desire a certain amount of physical activity, the higher forms 
requiring more than the lower. This physical activity means heat for 
the body, development of the lungs to furnish oxygen to the cells, and a 
good circulation of the blood to carry food to the tissues — processes neces- 
sary to the body at all times, but especially necessary during the period of 
growth. In order to have our boys and girls pass safely thru the stage 
of physical growth we must give back to childhood its heritage of active 
play. The growth of children Into fully developed men and women is as 
natural as the growth of flowers or trees or birds unless the opportunities 
for growth are denied. 

It is objected that if play were instinctive, children would play under 
any conditions, and that there would be no need to teach them to play. 
But those who so object forget that we have interfered with children's 
opportunities to play by all sorts of artificial devices. We shut the children 
up in school, requiring them to keep quiet for long periods of time, doing 
our best to take all the "wiggle" out of them. Even the most staid grown- 
ups feel this desire to play. We see the august members of the state 
legislature breaking over all restraints, throwing books and papers about, 
laughing and shouting across the room, and otherwise indulging their sense 
of play. 

The play instinct differs somewhat from other instincts. It needs not 
only opportunity, as the instinct of walking or of talking, but needs also 
training. That form of education is^ood- wiiich is directed toward training 
natural instincts, not which seeks to crush or destroy them. The play 
instinct should be guided and directed, not repressed. For example, the 
instinct of combat, of contest, is a natural instinct. Two gangs of boys 
live in a neighborhood, one on one side of the river, the other on the other 
side. Every day these boys meet and engage in quarrels and fights which 
must be settled. Can this instinct be crushed or can it be trained? Organ- 
ize these same gangs into two baseball teams, direct their play and watch 
the result. Play becomes a device to regulate and direct this instinct into 
projier channels, thereby using it to serve a social good, not destroying it 
or forcing it to express itself in undesirable ways. 

Many of the most important activities of our modern civilization are 
based on fundamental instincts — the hunting instinct, the fighting instinct 
which is expressed in many other ways than by the use of the fists, the 
(exploring instinct, the building instinct tiirned to a hundred uses in our 
modern civilization, the cooperating instinct, the nurturing instinct whose 
expression is one of the most useful ones to the social order. 

Once in a while we meet the successful man who is a chronic objector 
to play. He urges as his excuse that he had no such "foolishness" when he 
was a boy, therefore it is not essential to the life of any boy. But an 
inquiry into his case brings out the fact that his early life was spent on 
the farm where his many chores and duties satisfied his fundamental 



Parbxt-Teacher Associations 45 

instincts, furniyluiiiL? :ui (tullet for liis spirit of play. :mi<1 (hat as a uiattor 
of fact he did play. 

For the diroction of tlie play iiisUiict there should he special (ruining; 
not necessarily special teachers hut teachers with special training. Tlie 
ordinary teacher of spelling, of arithmetic, of reading, of geography, can 
he given special training to teach physical education and play. In this 
connection we meet the ohjection that the teacher is already loaded down 
with extra work — that she is hired to teach the children to study, not 
to play, and that she has not time for both. The difficulty with this argu- 
ment is that study and play are too distinctly separated from each other 
in the popular mind, while as a matter of fact there is nothing paradoxical 
in their mixture. Most persons think of the schoolroom as a place to study 
alone and make it a dull and dreary place indeed, where hoys and girls are 
driven and not attracted to study. 

I weiit to a school .where the children had never played in the school- 
room, where they never laughed and never shouted in the building. The 
teacher had grown gray in the service — she had reached that stage of 
maturity where she no longer cared for the play activity. When I suggested 
that we play with the children in the schoolroom she w^as horrified at the 
idea of such a use for this place of study, and w^hen I engaged the children 
in some good, rousing games with lots of noise the teacher stood off in 
one corner with her hands over her ears. But gradually as the play con- 
tinued she joined in the fun ; she caught her own spirit of youth. That 
teacher will be good for another fifty years of service. 

Play of teacher with children means much for discipline, much for 
fellowship of teacher and child. 

Some games have advantages over others because of certain principles 
involved. Those games should be played which, in the first place, empha- 
size exercise because they develop physical fitness. We find boys and girls 
less physically fit during the school months. Diseases most successfully 
attack them during the school year because of their low'ered resistance. 

The draft boards of the war showed that we are not a healthy people : 
a little over one-fourth of our conscripted men were rejected because of 
defects of vital organs. Our hearts, lungs, arteries, and kidneys w^ear out. 
We do not have strong, hard muscles. We fall easy prey to pneumonia or 
typhoid fever. 

In the first place, games should he selected that make for good muscle 
development, for good vital organs, that exercise the heart and lungs. The 
infant is born with good vital organs, and care should be taken that his 
play and exercise keep these in good condition. 

Second, those games should he selected which re(pure mental alertness. 
The most active boy may l»e the dullest, but games reciuiring mental alert- 
ness train mental ability. 

Third, those games should he selected which train habits of character: 
those which develop a spirit of cociperation, of democracy, of .self-control, 
of will ix>wer. Anything which develops these qualities reflexively is acting 
in the right direction. 

In Iowa there is a wonderful bridge, the highest double span bridge in 
the world. Before it was built it was said that such a structure was 
impossible. Engineer after engineer worked on the problem and each in 



46 Bulletin of the Extension Division 

turn refused to uudertake the task. Finally an engineer was found who 
asroed to l)uild the bridge. When the great work was complete many came 
to view it and to congratulate the engineer on the structure. But he said: 
"That which you see is not my work, that is the work of my men. I will 
show you my work." And he took them down to a depth of forty feet below 
the bed of the river and, pointing to the foundation stones, he said, "That 
is my building." 

Training in physical education and play is building on the instincts, 
on the genuine foundation stones of human life. 

SAFETY FIRST 

H. E. Meginnes, Safety Agent lor the Pennsylvania Railroad 

"Safety First" may seem rather a strange subject for an address before 
an assembly like this, but I believe I can explain -before I get thru that 
you women can do a wonderful lot in helping in this great work. At the 
present time, no doubt you all know the federal controlled railroads of the 
United States are 178 in number, and they are having a National Accident 
Prevention Drive. To date, we have reduced personal injuries among 
the employees of the railroad about 75 or 80 per cent. 

At the present time, we scarcely pick up a newspaper that we do not 
read of some horrible accident at a railroad crossing, where an automobile 
has been struck and one or more people seriously injured or killed. There 
seems to be too much dependence put on the human element, in other words, 
the crossing watchman, and they don't observe the sign which appears at 
almost every railroad crossing, "Stop, Look, and Listen". I heard a man 
say the other day that if we all practiced carefulness we would never 
have any regrets. Our statistics show that 95 per cent of all personal 
injuries that occur to the employees of the Pennsylvania Railroad are due 
to carelessness, and I believe that percentage would be true among the 
f;"eneral public. 

Every year we have 5,000 trespassers killed on the railroad. Now, by 
trespassers, we don't mean tramps. We mean citizens, and a great propor- 
tion of tho^ e 5,000 are children. These trespassers get in the habit of 
using the railroad tracks as a highway, and walk thru the railroad yards, 
iind, as the old story that we have all heard so many times tells of the 
pitcher that goes to the well once too often, they are injured. 

Last fall, in the northern part of the state, one of our township school 
wagons was .struck on a railroad crossing and six children were killed and 
six badly injured. I believe you know that there is a law on the statute 
books of the state of Indiana that all drivers of township wagons must 
stop and have a responsible occupant of the wagon go forward, cross the 
ti-ack and look both ways before they signal the driver to come ahead. 
I believe it was not done in this case, and we all know the results. Last 
week a school wagon was struck near Toledo, Ohio, and two occupants 
were killed. 

You Moiucn can help in this work by having your children, if they go to 
school in the township wagons, tell you of any infraction of this law by the 
driver of the wagon, and you in turn can take it up with the trustee in 
your township. That will no doubt be the means of compelling the drivers 



Parent-Teacher Associations 47 

to observe the law. Thoy will soon find out tluit tlu'.v will lii> reported if 
they do not observe the law. and they will no doubt be more careful than 
they have been in the past. 

A few weeks ago I was in the northern part of the state, standing on a 
station platform, and noticed a school wagon drive across the track without 
stopping. I was able to find out from some people who wei*e standing on 
the platform the nanu' of the driver, and wrote to the township trustee of 
that township and asked him to call the attention of the driver to this 
infraction of the law. Recently we addressed letters to the township trus- 
tees in all the townships thru which tlip Pennsylvania Railroad operates 
in the state of Indiana, asking them if they wouldn't cooperate with us 
and see that the drivers obeyed the law governing drivers of school wagons. 

If each and every one of ns becomes interested in this work, we will 
be able to save a great many lives and limbs, and I don't know of anything 
that is more noble than this work. In closing, I want to appeal to all of 
you to do everything you can to help in this work. If you are in the 
habit of driving an automobile yourself, or riding with anyone else, don't 
l>ermit them to cross a railroad without stopping. The driver lots of 
times doesn't realize how near the train is. It may not be in sight ; it may 
be coming around a curve, and maybe he doesn't hear the whistle or the 
ringing of the boll. Sometimes the fraction of a second will mean death 
■ind disaster. 

A locomotive engineer on one of the southwestern railroad ; kept a record 
for thirty days of the near-accidents he had with his train, and in that 
lioriod of time he came within a few feet of striking sixteen automobiles. 
What must the figures be for near-accidents for all t;he railroad engineers, 
and how many unfortunates were there in the United States who did not 
escape, biit who were either killed or badly injured ! 

THE STATE— AN OFFENDER 

James A. Collins, Judge of Marion County Criminal Court 

Child welfare is, I take it, the underlying thought of this convention. 
Within the scope of that subject are all of the problems of humanity. 
Ignorance, intemperance, and poverty, those missionaries of crime, are 
ever at work recruiting the great aj-my of delinquents and leaving in their 
wake every problem affecting child welfare. 

All-absorbing as the great problems of industriiil strife and social unrest 
are. and overshadowing as they do almost every other concern in life, yet 
we cannot lose sight of the fact that we still have and will continue to have 
our problems of dependency and delinquency. Insane and feeble-minded, 
deaf and dumb, blind and infirm, felon and misd(<meanant, the wards of 
every commonwealth, will continue to present problems the solution of 
which will demand the best thought and attention of our citizenship. 

It is with pardonable pride that I say it.— Indiana is excelled by no 
other state in the Union in the treatment of her dependent and delinquent 
wards. Splendid as her record is, great as her achievements are, there 
still remain unsolved many problems the product of our complex citizenship. 

So interrelated are all of the social problems of the state that it occurred 



4S Bt^ixetin of titic Extension Division 

to me that a discussion of a phase rarely touclied upon would not be out of 
place on this occasion. Thruout the one hundred years of our existence 
as a commonwealth we have failed and neglected to give adequate con- 
sideration to the children of those committed to our penal institutions. This 
neglect has been brutal and has made the state an offender. This offending 
has arisen from a failure to enact needed legislation and to repeal odious 
and obsolete laws. 

The children of the convict, like all others born under the Stars and 
Stripes, are potential citizens and as such are entitled to the same oppor- 
tunity for education and development as is accorded all other children. It 
is true that this intervening circumstance arising in the life of a child may 
force it to become a ward of the state and its development into full, free 
citizenship retarded or destroyed. 

Our failure to interpret the spirit of the Constitution and enact the 
legislation it enjoins is responsible for this offending. The Constitution of 
Indiana contains the sublime injunction that "The penal code shall be 
founded upon the principles of reformation and not vindictive justice." For 
eighty-one years the annunciation of that great humane principle remained 
a mere collection of words. But in 1897 the legislature made its first 
attempt to apply this principle to the administration of justice by enacting 
the indeterminate sentence law, which provided a minimum and maximum 
prison term. Under its provisions the trustees of the penal institutions 
were given the power to parole prisoners at the expiration of the minimum 
term. By abolishing the old system of measuring out a definite amount of 
punishment for so much crime, the state, speaking thru this statute, said 
to those coming within its provisions, "The restoration of your liberty is 
largely within your own hands." The enactment of the Juvenile Court 
law in 1903 and the suspended sentence law in 1907 were both applications 
of this great principle. The passage of the law providing for the State 
Farm for petty offenders came more nearly embodying the true spirit 
of the Constitution than any former legislation. In thus providing a proper 
place, other than the county jail, for the confinement of misdemeanants 
it was the first real movement in the solution of the crime problem. 

These laws, enacted since 1897, are the milestones marking the progress 
of humane legislation. Splendid and beneficent as they are, they do not 
completely fulfil the mandate of the Constitution. It was never intended 
under so sublime and exalted an injunction to confiscate the labor of the 
man behind the wall ! It was never intended to provide for the infamous 
system known as "contract labor" in our pouiil institutions! It was never 
intended to increase poverty and misery by completely depriving the wife 
and children of their only hope for support ! It was never intended to 
permit corporations or individuals to wax rich on the labor of the state's 
delinquent, and at the expiration of his term of imprisonment, to place 
in his hands the princely sum of .$5 and a railroad ticket back to his family ! 
No, the framers of our Constitution had a broader vision ! They could see 
the wage-earner entering prison, deprived of his liberty, but with bodily 
health and vigor, capable of earning something for his dependents, and so 
they said, "reformation and not vindictive justice". 

To the everlasting credit of Governor James P. Goodrich, contract labor 
in penal institutions has been abolished. This legislation, enacted by the 



r-VKEXT-TEACIIEU ASSOCIATIONS 49 

General Assembly of 1917, will not become effective mitil 1920. It fails, 
however, to make any provision for the compensation of the inmates. 

Why we have never made provision for the remuneration of the inmates 
of our penal institutions is difficult to imderstand. Every governor and 
legislator, every judge and prosecuting attorney, every wai'den and super- 
intendent has known of the misery and poverty flowing to dependents thru 
our present prison system. "How am I going to support myself and chil- 
dren if you send my husband to the penitentiary?" is the pitiful interroga- 
tory that has been propounded to every judicial officer in every state in the 
Union. They could only answer it by directing the poverty-stricken wife 
to the nearest charity. I recently committed a young man to the Reforma- 
tory. He was guilty of a series of crimes and I had no alternative. After 
his sentence I saw a little woman leave the courtroom crying bitterly. I 
later learned that on the following day she became a mother. She must 
rear her little one in absolute poverty during the father's incarceration 
because the state has failed to make any provision for their support. I 
presented this matter to Governor Goodrich and, while he was in hearty 
sympathy with any plan for the amelioration of such conditions, he said : 
"The difficulty is securing legislation that would solve this problem." 

With the approval of the governor, a bill was presented to the last 
session of the legislature providing for the appointment of a commission to 
investigate and report to the next General Assembly on a plan for the 
compensation of inmates of penal institutions. This bill passed the 
House with but two dissenting votes. On reaching the Senate it was 
referred to a committee whose chairman promptly recommended that the 
bill be indefinitely postponed for the reason, as he said, "there were 
altogether too many commissions". This action was taken before an 
opportunity was given to present the merits of the bill. Common courtesy 
it seems to me should have delayed any action luitil even a "wise" senator 
could be informed of the purposes of the proposed legislation. 

Permit me to say now that at the next session of the General Assembly 
a bill will be presented providing for a compensation plan for the inmates 
of penal institutions and its sponsors will be the best citizenship of this 
state. 

No compensation plan would be equitable that did not contemplate all 
of the inmates of an institution. In our own institutions and in those of 
many other states, where inmates earn sums for lal)or pt'rformed in excess 
of the task, no provision is made for the compensation of those inmates in 
charge of the kitchen, dining-room, and hospital. Yet without this service 
the earning power of the inmate would be nil. 

Compensation for inmates of penal institutions is not a theory. Such 
a plan has been in successful operation at Stillwater, Minn., and the 
inmates have received as high as $75,000 in wages in a single year. A 
similar plan is in operation in Virginia. In speaking of the plan at Still- 
water, Warden Reed said : "I believe Minnesota has in a way as nearly 
solved the problem of prison labor as any state in the Union. The money 
that these men earned was sent to their families if they had any. If a man 
does not earn enough to provide for his family and the family is destitute, 
we have a state aid law that supplies the family. No children are kept 
from school in our state by reason of the father or mother being in prison, 



50 Bulletin of the Extension Division 

neither are they in \\i\nt. I believe that the salvation of the inmates in 
prison is profitable work. I don't believe it is right to expect men to work 
at their best if they are paid nothing. I believe our prisons should have 
such a degree of efficiency that they can afford to pay the men." 

In the State Prison at Michigan City, Warden Fogarty has developed 
the binder-twine plant into a great industry, with an annual capacity of 
n. 000,000 pounds of twine. The labor is all performed liy inmates and the 
euriiings go to the state. Other iiulu'^tries in that institution are under con- 
tracts which will be abolished in 1920. Many of the inmates employed in 
these industries earn sums for labor performed in excess of their tasks. 

At the Reformatory at Jeffersonville a large number of inmates are 
earning money at the industries established there. However, there is no 
definite plan that contemplates all the inmates. 

The Indiana State P"'arm for misdemeanants is hardly old enough to 
make a showing, ))ut it has possibilities that should make it a self-support- 
ing institution with an ample surplus to provide compensation for the 
inmates. 

We in Indiana are not so far behind our sister states in working out 
the pi'oblem of inmate labor, but the weakne-s in our system is the failure 
to provide for either the inmate or his family to enjoy a little of the fruit 
of his labor. 

The effect of this present system has been a disastrous one to paroled 
men. With the meager amount allowed them by the state, they are unable 
to tide over the period required in obtaining employment and are soon 
returned to the institution as parole violators. This condition could be 
avoided and parole violations reduced to a minimum thru the medium of a 
compensation plan for inmates as above suggested. 

With the annual cost of maintaining our penal and benevolent institu- 
tions reaching more than $.3,000,000 annually, is it not time that we take 
counsel of the fathers and make our Constitution something more than a 
sounding brass and a tinkling cymbal? Shall we go on increasing the 
burden on the state or shall we by the enactment of just and humane 
legislation lighten the load now borne by the commonwealth? 

I am not unmindful of the fact that there are influences responsible 
for some of this burden that cannot be effected by legislation. Upon the 
shoulders of judges and prosecuting attorneys must be placed some of the 
responsibility for our ever-increasing prison population. A few years ago 
I was at the State Prison and while there seated in the warden's office I 
heard the stories of ten prisoners. Nine out of the ten had no business 
there. From all the facts obtainable in the e nine cases it was fair to 
assume that upon a trial and finding in ^Marion county none would have 
received a sentence in excess of six months on the State Farm. But in 
the counties .where they were indicted, in each instance they had been 
cajoled by a tyro, filling the office of prosecuting attorney, into entering a 
plea of guilty to the felony and upon the plea were sentenced to the State 
Prison. Little relief can be obtained from this situation until we stop 
making the office of prosecuting attorney a prize for the graduating classes 
of our law schools. This important office should be sought by the best 
lawyer residing in a circuit. What inducement is there for a lawyer of 
ability to seek this office, the income of which rests almost entirely upon 



Parent-Teacher Associations 51 

fees? These fees are derived largely from the prosecution of misdemeanors, 
which represent a class of cases that are distasteful to decent members 
of the bar. While such a system might have been warranted in the pioneer 
days of this commonwealth, there can be no argument advanced for its 
continuance. And what is true of the fee system as to prosecuting attor- 
neys is likewise true of the same system as it relates to justices of the 
peace and constables. All forms of fees in connection with the administra- 
tion of justice are wi'ong in theory and pernicious in practice, and are in 
contravention of the spirit of our Constitution. The laws permitting these 
evils to exist are odious and should be repealed. So long as they remain 
on the statute books, so long will the state be an offender. 

The enactment of the law providing for a penal farm was intended pri- 
marily to do away with the vicious system of jail sentences which had 
converted our jails into prisons. This jail problem will remain with us so 
long as the state countenances that piece of petty political graft — paying 
sheriffs 40 cents a day for feeding prisoners. Every prisoner in a county 
jail is a state prisoner. The state should furnish him his food and not 
the sheriff. I am in favor of the sheriffs receiving a proper compensation 
for their services in caring for prisoners, but I am unalterably opposed to 
the system that permits them to profit upon their misfortunes. So long as 
the state iiermits the jails to be used as prisons, so long will she be an 
offender. 

The system under which a husband and father is incarcerated for his 
failure to pay a money fine smacks ; trongly of the old English system of 
imprisonment for debt. He is committed to the jail or the workhouse not 
because the court gave him a term of impi-isonment, but because he is poor. 
It was demonstrated during my term as city judge of Indianapolis that 
this legal antiquity could be successfully abolished. I introduced the plan 
for the collection of money tines on instalments, saving more than 3,500 
persons the odium of imprisonment. These persons were released on pro- 
bation to pay their fines under this plan. They paid into the court in four 
years $34,014 without a scratch of a pen for security. All on an honor 
basis ! Such a plan could be put into operation in every court exercising 
criminal jurisdiction. To insure the successful working of such a plan 
thruout the state, the present law should be amended so as to give judges 
the power to parole persons for a definite period in which to pay their 
fines. The law under which money fines are now staid is obsolete and 
should be amended as suggested. 

This plan for the payment of money fines by instalments is only social 
justice. Governor Goodrich is the first governor of the commonwealth to 
work out this ])lan in the eases of persons paroled from the jail or the 
state farm. The people generally do not understand that at the expiration 
of a term of imprisonment in the case of a misdemeanant that he must 
lay out the fine and costs at the rate of $1 a day if unable to pay the same. 
To prevent injustice and to return the wage-earner to his family was the 
basis for the establishment of this new method in dealing with delincincnts. 
The plan, simple as it is, not only benefits the individual and his family 
but it protects the common school fund, to which all money fines must go. 
Of all requests for parole that are recommended by the judge of the 
criminal court of Marion county, 75 per cent are based on this plan. 



52 Bulletin of the Extension Division 

My fririids. I trust llial; we at (his couforeuec uia.v iUM-iisi» the spirit of 
our basic law and have llie coui-agc to advocate tlie lejiislatiou necessary 
to rifiht (he wrongs and e\ils (hat liave dwarfed its majesdc aud sublime 
principles. 

I trust we may go from this conference with a new vision of our rela- 
tion toward God and man, emphasizing with the immortal Burns, 

The rank is but the guinea's stamp 
The man's the Gowd for a' that. 

MOTHERS OF MEN 

Mrs. Alice French, American War Mothers, Indianapolis 
I feel like quoting Mr. Hoke, "My subject is a whopper." 
There w^as but one motherless man and that was Adam. He named the 
wife that was given to him Eve, because she was to be the mother of men. 
Why the name of Eve has been the synonym for all scheming, maneuver- 
ing women since, I do not know. We still have Adams who say "She 
tempted me." 

During the last few years we have realized the seriousness of being 
the mothers of men. The pages of history will not record a greater battle 
fought and won than tliat of the war mothers in the last few years. As 
we rocked our sons in the cradle of dreams w^e pictured each one as a 
great citizen. We looked upon each as a possible president of the United 
States. As an indication of the persistence of this idea in our mother 
minds, look over the names of our sons on the conscription lists and see 
how many bore the names of presidents. As w-e reared our sons we tested 
our every act, our every step by their future happiness and good. We 
truly lived for them. And then when the war came on we found our life 
hopes blighted. We could understand how everybody else's son could go 
but ours. Our hearts stood still. 

When the first call came, my son's name was not on the list; but there 
were so many exemptions in Marion county, because of defects, that GOO 
new names were drawn to fill the quota. My son's name was one of the 
first. I still had one hope. I thought he would not be accepted on account 
of a weak heart. He said he would go down to take the physical examina- 
tion at ten. I was not greatly w^orried ; I thought they would not take him. 
A little later he telephoned from downtown, "I got by, mother. I have been 
accepted." I a,sked, "Did you ask for exemption?" and he replied, "No, 
why should I?" 

I put my hands over my eyes. I had built high hopes for his future ; 
I had given him the best education money could buy. Now the books were 
to be closed, the door was to be locked, his career w-as to be ended. When 
he put on his uniform, and passed out the gate, and waved me goodbye, I 
felt that the end of everything had come. 

As the months went by we mothers who had had this common experience 
began to he some consolation to each other. Gradually the heartaches 
began to he replaced by pride, as we told the wonderful qualities of our 
sons. We mothers thought we would write a history of our boys, but we 
found that each boy would require several volumes ; so we decided to wait a 



rAKKXT-'I'lOACIIKl; AsS(>( '1ATK)NS i)'.] 

few yoars. tliinkiii.M; tliat by tliat time we iiiit^lit lio altlc to iucludc two or 
three boys in the same book. 

As I look over a company of war mothers I feel that I am looking upon 
the finest specimens of American womanhood. These mothers have a 
common tie, because of a great common experience. They are women of 
mature judgment. The mother's love has been likened to the love of God. 
National problems would be safe if they could be handled and settled by 
war mothers. At Washington how quickly the war mothers decided ques- 
tions by a large majority! The right is always popular and public opinion 
easily decides the right. 

In our organization only mothers of the flesh are eligible. AVe have this 
ruling because we feel that otherwise complications will arise. We expect 
to be of the same size as the American Legion. When the boys first came 
home I asked my son, "What are you going to call your organization?" and 
he said, "Sons of the War Mothers". 

The mother influence is a powerful one thruout life. I believe everyone 
remembers some principle or some ti'ait of his mother that will cling to 
him thru life. The memory of my mother is one of roses and quiet Sab- 
baths. Yesterday a gentleman said to me, "We have no Sabbath any more." 
I do not believe it is quite so bad as that, but I do think we are getting 
away from it. I believe this lack of quietness, this lack of a day of rest 
is one of the causes of the present social unrest. We need the Sabbath 
as a day of physical rest, we need it for spiritual reflection. Its observance 
is based on scientific findings. It was given to us as a day for our use. 
I clearly recall the quiet Sabbath that my mother had in our home and I 
must say that the things we do today on the Sabbath grate on my feelings 
and make me anxious about our future. 

I am much concerned over the teaching of social hygiene in the schools. 
I am glad to see that the Parent- Teacher Association decided that this is a 
problem for the home. I think it certainly is. Those who advocate its 
teaching in the schools will but defeat their own ends. It is a thing which 
we mothers should have exclusively to ourselves. One of the most beautiful 
experiences I have ever had in my home was to sit down with my son and 
talk things over. He had a delightful way of whispering about things as 
tho they were confidential — just for the two of us. The mother can train 
her children in the home in a way that is not possible in the school. And 
I am quite sure that the teachers do not want this added burden. 

There is a great difference between the sons who went away from us 
to war and the sons ^^'ho came back to us. This difference is that they 
came back men. They decide quickly and directly. If they can only com- 
municate this quality to older men we may be able to eliminate some of 
the contention and struggle and strife of the present day. As in the garden 
of Eden, we have in this America of ours everything we ought to want, 
and yet we are struggling for the things that we haven't, whether we need 
them or not. 

For the mothers whose boys went West we have the greatest tenderness 
and sympathy. It meant the setting of a great hope when these boys went 
West with the setting of the sun. We look up to God's Service Flag and 
see the gold star twinkling there for a mother's consolation. There is a 



54 Btttj,kttn of the Extension Division 

hnlo about tlu'sc inolhcr f.-icc^ iiiid a lciiIIc rcsiKiiation tlial can como only 
from God liimsol.1'. 

Now that the l)o,ys arc home we are proud of theui and proud to he 
ourselves ; that these our sons are men, and we the mothers of men. 

THE REAL MEETING-PLACE OF THE HOME AND SCHOOL 

Rev. Frank S. C. Wicks, All Souls' Unitariau Church, Indianapolis 

In discussing this subject today. I hope I appear as modest as I fee'. 
I do not stand triumphant at the end of the road, the problem solved, and 
tell you how you, too, may arrive. Mine is not the satisfaction of solving 
the problem, but the zest of pursuing it. I share the chase with you, and 
together we may drive it into a corner where it may be slain. We know 
what Margaret Fuller felt when she cried : "I am the parent of an infinite 
soul. God be merciful to me, a sinner." The teachers who share the 
problem with us may echo, "I am the teacher of an infinite soul." And in 
chorus we cry, "Who is sufficient for these things?" 

The question before us is what is the real meeting-place of the home 
and the school. The answer is the child. There our interests meet, our 
duties begin, our attention comes to a focus. Our common interest is in 
the growing soul. We want that soul to develop into that perfect sym- 
metry for which nature designed it. 

The child is not a thing to be hacked and hewed and beaten into some 
form which will enable it to fit into a mechanical society. It is an organ- 
ism with its own laws of growth. 

Each human being is an end in himself and not merely an instrument 
to be used for purposes beyond himself. This was the viciousness of the 
Prussian system of education : no child was considered as an end in himself. 
He was so much plastic building material to be used in the construction of 
a powerful and all-absorbing state. The question becomes not only one of 
the real meeting-place of the home and school, but the meeting-place of thp 
school and state. We may have a splendid system for the making of a 
machine, but one utterly destructive of human souls. 

We perceive a gap between the home and school thru which children 
drop into an abyss of ignorance — ^ignorance of the worst kind — ignorance 
of half-knowledge. We want to know how this gap may be filled and how 
a straight path may be made between the home and the school. Our aim is 
all right. It is to achieve harmony thru cooperation. Both parents and 
teacliers want the same thing. They are asking how to bring abovit this 
achievement of harmony. This as I see it is the one object of the Parent- 
Teacher Association. 

We recognize where we have failed. We parents are willing to beghi 
by blaming ourselves. Teachers may make their own confessions. We 
have sent our children to school with a sigh of relief. We have shifted our 
responsibility to the school. We have thought of the school as a machine 
where the raw material goes in at one end and comes out at the other a 
finished product. 

The Mother is now following the Child into the school and asking, "How 
can I help?" But the American Father ! I wish I had him here. He is 
the kind of father we once conceived God to be — a stern judge, keeping 



pARENT-TEArni'^R ASSOCIATIONS 55 

severe acconnt of the misdeeds of his children, meting out deserved punish- 
ment. Christians have placed a pitying son beside him to temper his jus- 
tice with mercy, and Catholics have put a mother there as well. Even the 
divine government needs to be that of a family. Spencer says that if the 
fathers of England would devote as much time and interest in raising their 
children as they do in improving the breed of their hogs we should soon 
have a superior race. 

My father was a typical American father. He never visited the school. 
He knew the teacher's name only as he saw it signed at the bottom of a 
note saying that Frank had been a naughty boy. Being a resourceful lad, 
I could always convince him that I had been a victim of injustice, and so 
escaped parental chastisement. He did not think much of that teacher. 

Think of parents entrusting a child to a teacher and not knowing the 
teacher or what the teacher is doing witli their child ! We may assume 
that the teacher is intellectually fitted for her vocation. But is she phys- 
ically fitted? Temperamentally fitted? 

If she is lacking at any point, how may we help her in overcoming the 
deficiency? We must become acquainted with the teacher and permit her 
to become acquainted with us, that she in turn may know where our 
deficiencies are. How about her physical fitness? It take-; health and 
strength to teach successfully. The teacher who appears in the schoolroom 
in the morning pale, tired, nervous, irritable, is so because of some cause. 
We have no right to put her to the inquisition. But we can establish 
friendly relationship with her and then with tact and sympathy learn the 
cause of her pliysical unfitness. 

Do the conditions of her life make for health? Has she the right kind of 
a hygienic environment? Is she in a home where she can find rest and 
peace in her leisure time? Or is she precipitated into the many cares and 
drudgeries of the home? Is there an invalid mother or father? or a sister 
to whom she must give the last ounce of her strength? Can she sleep in 
the fresh air? Does she have proper food? What kind of transix»rtation 
does she have? Does she arrive at the school tired out after an hour's ride- 
in a street car hanging onto a strap? I know of such a typical case in 
which the teacher lives in the extreme northwest part of the city and 
teaches in a school in the extreme northeast. In such a cat-e could you 
suggest that she be transferred to a school nearer home, or if she can 
move conveniently, find her a good boarding-place near her school? 

How about her luncheon? How is she compelled to spend her evenings? 
In correcting papers? Then buy her a waste basket. How should her 
evenings be .spent? Certainly in the way most agreeable to her. 

Is she able to enjoy the best things in music, art, literature, the drama? 
How many of you saw to it that your teacher had opportunity to hear the 
grand opera last Monday night? Do you know that several cultured teach- 
ers could not go because this theater does not admit those whose color is 
a little too dark? 

Much of this is a financial problem. 

It goes without saying that the home and school are the meeting-places 
f; r parents and teachers. Have you given the teacher an opportunity to 
know y.Hi in your home? It is just as important for the teacher to know 
you in your home as for you to know the teacher in the classroom. The 



5(! Bt^llrtin op the Extension Division 

toaclior nocds to know the background of the child. The child from the 
cultured home needs different instruction from that of the child whose home 
lacks cultural influence. 

Does the child hear good English in the home? If the English language 
is maltreated in the home it is almost impossible to teach it in the school. 
After all these years of public schools we wonder at the longevity of the 
"ain't" and "hain't" and the persistence of double negatives. Just now in 
my own house we are trying to eradicate a superfluity of negatives from 
the vocabulary of a child. "I haven't got none" is the state of her present 
plight. She came from a home where good English was not spoken and 
if slie liad continued in that home the school would have labored in vain. 

Have you ever watched children play school at home? What is most 
prominent in their playing teacher? Too often as I have watched them 
it is chiefly reprimands, punishments, cross looks, severe tones. Where 
did they learn those? 

To balance the case the teacher has a pretty good knowledge of us thru 
our children. She knows whether or not we enforce obedience. She knows 
whether we have taught the child that crying, coaxing, whining, or anger 
gets what he wants. 

So parents blame teachers and teachers blame parents, and from blame 
no good can come. When home and school have found their meeting-place 
parents and teachers can talk over in a friendly way problems which the 
other method fails to solve. 

Of necessity the attitude of parents is intensely individual. Their child 
is unique. Of necessity the attitude of the teacher is predominantly imper- 
sonal. The child who is one of forty must be treated as one of a group. 
In this meeting of parents and teachers the parent will become more 
impersonal and the teacher more personal in their respective attitudes. 

I could suggest a hundred problems at that common meeting-place and 
each will help in the solution. These problems of education are the biggest 
problems in the world and the most worth while. When our present prob- 
lems are solved new ones will arise. We must not be discouraged. This 
growing human nature which we are trying to train into erect, fine man- 
hood is good stuff; the best in the world. It is the stuff out of which 
God-like men and women are made. If we worked alone, if the stuff itself 
were refractory, we might despair. But we do not work alone. There is 
a Power that worketh with us, a Power constantly at work lifting us to 
the lieight where we are but little lower than the angels. 

VOCATIONAL GUIDANCE 

(i. I. Christie, Superintendent of the Department of Agricultural 
Extension, Purdue University 
"One goes to school not so much to gain knowledge as to gain power, not 
so much to learn to know things as to learn to do things." — President 
I^awrence. 

If we can keep those lines before us and perhaps align our future work 
a little more nearly to them, then I will have accomplished any purpose 
tliat may have been in the minds of those who invited me to talk. 



Parent-Teacher Associations 57 

How many schools uie working along that line at this time? I happen 
to be a member of a Parent-Teacher Club and have one child in school. 
It is of some interest to nie, during the few hours that I am at home and 
get a chance to talk with my daughter, to find out just how nearly the 
instruction that she is receiving is in line with these words I have just 
given you. 

In the grade in whicli she is now enrolled, she is supposed to have some 
agriculture, and she tells me something of what she receives. A few days 
ago she said to me, "Father, there isn't any interest shown by our class in 
agriculture. The girls just hate it." And I said, "What is the matter? 
Doesn't the teacher show you samples of soils and doesn't he carry on 
demonstrations, and doesn't he show you liow the water runs down thru 
the soil, and then, by capillary attraction, goes up thru the soil, and doesn't 
he tell you about how organic matter works in it, and a lot of other 
things?" She said, "No, we haven't liad anything like tliat." "How are 
you going to get any agriculture if you don't see those things so that you 
will get them in your mind?" I asked. She replied, "Father, don't you 
understand, we are not supposed to see anything but the teacher and 
the book?" 

And so, in her first few lessons in the class it was quite clearly 
impressed upon her mind tliat she was supposed to keep lier eyes and her 
mind on the teacher and the book. That is a fault that is fovmd in the 
majority of the lessons that are taught in tlie schools over our state. 
Teachers are holding the children to the book, and these children are get- 
ting their lessons, and they are reciting and writing compositions and get- 
ting high grades and passing from one section and division to the other. 
After they are graduated from our institutions and you ask them what they 
can do, they simply reply, "We never thought of that." 

When boys come out of our high schools, we are told that they are 
unable even to fill out a check, they are unable to recognize a note in the 
bank, they are luiable to compute measurements. They are unable to work 
in the stores without much training. They are unable to work with any 
kind of tools or implements. They are unable to explain any better than 
before they went to school what they have in the garden or what they 
have on the farm or what they deal with in the home. And so we wonder, 
when we see this condition, if the instruction in the school is related to the 
home or the farm or the shop or the store or the bank or whether the 
work in the school is something that has been designed and calculated on 
the part of instructors tiiemselves simply to lead children from one stage 
in mathematics to another, antl from one line in English to another without 
any reference to the things that they are going to have to do in the days 
that are to come. 

This condition has brought much criticism on the schools, but, worst 
of all, it has driven boys and girls out of the schoolroom, has separated 
them from education, and therefore has placed on the farms and in the 
homes and in industry everywhere thousands upon thousands of boys and 
girls who are classed as illiterate, who are separated from the ideals of a 
democracy, who ai-e failing to get the grasp of a greater Americanism, and 
who are failing to do the things that help to build up either individual 
or community or state or country. 



58 Bulletin op the Kxtension Division 

You know, when the boys were drafted into cami), they were given cer- 
tain tests, and one test was to find out how much they laiew from what 
they had learned in school. They based this test on about the fourth grade. 
Tliey were rc(iuired to write their names, to add a few figures, and do 
simple multiplication. The boys who came out of these wonderful schools 
of which we speali, and out of this great system of public education sup- 
ported by taxes, supported by state and federal governments, — when these 
hoys, the best in the land, were called upon to write their own names and 
to add two and two together and say that it meant four, 23 per cent were 
classed as illiterate. 

Now, friends, if we have schools in this day and age, 1919, that are 
taking the boys of the homes of Indiana, holding them for two and three 
years, and filling them with hatred and disgust for education and are 
turning them away without interest in education, then surely there is a 
call for some sort of change in tlie kind of work that is being carried on. 

We like to say a lot of the good things about our schools, but I believe 
we have come to a time when we might just as well be honest with our- 
selves and honest with those about us and seek for the troubles that do 
exist in these institutions, and then let us set about to correct them. 

We are talking today about this great subject of vocational guidance. 
It is a fine subject to put on the program, but I want to say to you frankly 
that I haven't found anybody yet that knows very much about it. They 
know vocational guidance is a nice term, but the definition of vocational 
guidance is something that hasn't been given to us in an understandable 
way, and just l.'ow to carry out vocational guidance is something that I 
would hesitate to outline or describe to you this afternoon because I don't 
think I know, and I don't know anybody else that does know. But the 
happy part of it is that there are a large number of people working at it, 
and when we get people to thinking, and when we get them to striving and 
to organizing and to demonstrating and to working, it is only going to be 
a short time until we will find out a great deal more than we know now 
about how to determine the vocational needs of boys and girls and how to 
direct them in the big things that they ought to do. 

You know the story of the teacher who had gone into a new school. 
Everything was brand new. It was spick and span. The ideal was to 
maintain it in that condition for a long time, and so they were deeply 
interested. About the second day, the teacher w^alked down the aisle and 
he found there a fellow just closing up a jack-knife, after having carved 
his name or his initials in the top of his desk. Now, the first inclination 
of that teacher was just to reach down and grab that boy by the back of 
the neck and lift him out of the seat and give him a shaldng and some 
])retty severe punishment. Then he said to himself, ''I don't believe that 
will do." And so he went away and he thought about it. He went back 
again and gazed on the initials as they were carved in the desk, and he 
found that the boy had done a most beautiful job, and about as nearly 
perfect in the way of carving initials as he had ever seen. He said to 
himself, "Since this boy shows an aptitude for carving, perhaps we had 
better give him some work along that line." So he made arrangements 
for him to go down into the manual training department, and he was 
given special instruction. Today, that boy ranks as one of our great 



PARB.NT-TKAriIER ASSOCIATIONS 59 

architects. It would have been easy for that teacher, by severe discipline, 
by interfering with the boy at that time, simply to have wrecked the whole 
future of his life. But thru a perception of what that boy was capable 
of doing, he directed him along lines in which he has developed as one of 
tlie large and strong and influential men of this country. 

So you know a great many stories of boys and girls whose aptitude for 
certain lines of work has been determined. Now, if it were possible to 
take every boy and girl and sit down with them and study them and 
study their work and determine just exactly what they could do best, that 
would be my ideal of vocational guidance. 

r>ut. friends, with the thousands and hundreds of thousands and mil- 
lions of boys and girls thruout the land in the schools, and the impossibility 
of reaching them in an individual way, it is an entirely impossible task 
at the present time. We have to aipproach it in a different way. 

Let us see some of the things we do to avoid getting at any vocational 
guidance or any vocational direction. We feel we have one of the best 
school systems to be found anywhere in the country. We are very glad 
to have our fj-iends who come to Indianapolis at this time tell us of the 
wonderful educational system in Indiana, and we believe it and are proud 
of it, and we are pleased to hear them say it. Yet there is one feature of 
the school system of Indiana that is absolutely wrong, and until it is 
corrected, we are going to undo thru that medium a large amount of the 
good that we are attempting thiu the school year. 

We open our schools usually in early September, and we place in these 
schools the best men and women that can be hired, men and women with 
training and instruction, men and women accustomed to handling children, 
men and wou;pn v^ho know how to guide them and direct them. These 
teachers are given charge of the boys and girls from early September on 
thru until the first of next June. Then, when the sun's rays become a little 
hot and the days become long, and the teacher becomes tired, we say : 
"Well, vacation time is here and we will close up this school because the 
teacher wants a vacation, or the teacher wants to go to summer school, or 
the children ought to have a rest." Then we proceed to close the schools 
at once all Dver this state. The children are turned out into the streets, and 
there they are for three jnonthi'. In Terre Haute and Fort Wayne and 
Indianapolis and Evansville and all the other cities of the state, the 
streets are filled with boys and girls without any direction or guidance of 
these teachers of whom we have just been speaking. We know there are 
a few parents who are able to take their boys and girls and carry them 
off to the lakes or to some resort, and there they will have healthful sport 
and they will grow strong and prepare themselves for the trials and tribu- 
lations of another school year. But the majority of the boys and girls 
cannot go away. They are there in the city, and so they go down to "the 
old swimmin' hole" and out to the old baseball diamond. They sit around 
on the street, and they get into back yards, behind the barn, or they gather 
in groups here and there and everywhere, and by one means and another 
they undo in a few months in the summer-time a large share of the good 
that has been accomplished during the school year. It is because of the 
troubles, it is because of the mischief, it is because of the bad habits that 
are developed during vacations that we fill the institutions out here at 



GO Bulletin t)F tiik l^^xTioxsiaN Division 

Plainficld and Clermont and the other institutions of the state, because 
these children thruout the summer months are without any guidance except 
what the busy fathers and mothers can give them. 

If we want to do something in Indiana for vocational guidance, there is 
one wonderful opiwrtunity. No boy or girl should be turned out of the 
Indiana schools and called upon to go his or her way without something 
definite to do. Now, it may be a garden. It may be raising some chickens. 
It may be keeping a pig. It may be raising some corn. It may be working 
in a factory. It may be driving a delivery wagon. It may be working in 
the house. It may be knitting or sewing or store work. But boys and 
girls should have something to do in the open air that is going to allow 
them to develop and grow strong and utilize the mind as well as the hand. 
Otherwise, with these long, idle weeks and months, we know we are going 
to undo much of the good that the teachers have attempted to do during the 
school year. 

In one of our counties they have decided this year that they wanted the 
children to do definite things. Heretofore, in the rural communities, the 
objection to having boys and girls do things has been that it was always 
done for father or for mother. The boy was given a calf to raise, and when 
the calf grew up father claimed it for his cow and he sold it. The boy 
was given a colt. He fed the colt and took care of it, but when it grew up, 
it was father's horse. When he took a pig and grew it, father sold it with 
his lot. That is the criticism tliat has been tipon our homes and our par- 
ents, because they didn't allow the boys and girls to have some proprietary 
interest in the work that they did. Down in Sullivan county, they have 
decided this year that they are going to give 500 boys and girls a trip this 
coming spring at the close of the school. They said to those boys and 
girls : "You will get that trip if you do a definite piece of work this 
winter and thru that work earn enough money to make the trip. If you 
raise a pig, it is understood when you start, the pig is yours and when it 
is sold the money is supposed to be used to pay for that trip. If you keep 
the chickens, take care of the hens or do certain chores, you are to be paid 
for it, and then the money is to be used in making this trip." The parents 
have agreed to the plan. Five hundred boys and girls are now enrolled and 
in all cases have practically raised their $20 which will be required to make 
the trip. 

There is an example of some guidance, because fathers and mothers 
and trustees and everybody in the community are interested in that very 
thing, and they are interested from the day it was announced and on thru 
all these long winter months. The boys and girls have something to work 
for, they have something to think about. They are doing their task in 
the best known way because they want some money out of it, and they have 
to do it right or they won't get credit for it in their schools. Then when 
they do the work and the money comes, it is going to be theirs, and they 
are going to take that money and spend it for themselves, and they are 
going to make that trip and have a good time. 

Over in one of our cities just a little east of Tipi>ecanoe county there 
is a school whore thoy have never licon able to interest the boys and girls 
in a satisfactory way. They have put in a vocational teacher there recently. 
He has had them, thru the teachers of his school, writing lessons on history, 



Parent-Teacher Associations 61 

he has had them writing stories on English. Then one of his boys, he told 
us yesterday, couldn't get what he wanted to write upon, so he said to him : 
"If you will go to the Presbyterian Church Sunday morning and listen to 
the sermon and tlien come back and write that up, I will give you credit on 
the story that you write." This boy not only went to church and heard the 
sermon, but came home and wrote the story, and it was so good that it was 
published in the paper of Elwood night before last. This is guidance, 
because you have the boy doing sojnething that connects him up with real 
life, connects him up with the church in this case — brings him in contact 
with the newspaper in the town, and it has made him believe and under- 
stand that he is somebody and that he is capable of doing something if he 
will go about it in the right way. 

We know, then, that these pupils should be given some work thruout 
their school terms that will interest them. These boys and girls who have 
gone out of school and have not been interested in the work should be 
brought back. , Thru the vocational courses supported by the vocational 
law in Indiana and the federal law, known as the Smith-Hughes law, it is 
possible now, with the aid of the vocational teachers, to go out and interest 
boys and girls and bring them back in the school, and establish projects 
where the work is carried on right on the boy's own farm, or right in the 
girl's own home, and carried on in such a way that they are getting definite 
results. 

I know of one school not very far away where they took up home 
economics. They put in this work against much opposition. They put it 
in tho the people didn't see the value of it. It was a school down in an 
industrial section where patrons were all hard-working people. The first 
demonstration that the teacher gave the girls in home economics was in the 
cooking of creamed asparagus on toast. Now, when those children went 
home and told their parents of the kind of instruction they were going 
to get in home economics, there was no asparagus on toast there, and those 
people were not going to buy asparagus, and they knew by a hard day's 
work that they had put in from early morning until late at night in that 
manufacturing plant that it was going to take just a little more than 
creamed asparagus on toast to sustain father and brothei'. So there wasn't 
very much interest shown in the home economics work. Criticism was 
made of the course and the people called upon the teacher to change her 
ways. The result is that the course has been entirely changed, and it is 
now down on a practical basis. 

One of the teachers, in connection with a campaign on milk in Evans- 
ville, selected a large number of boys and girls, and then found out thru 
one means and another what those boys and girls were eating. This 
teacher found that those boys and girls were getting coffee and friend 
potatoes and fried pork and bread for breakfast, and then they were getting 
bread without any butter, fried potatoes and fried pork and coffee for 
dinner, and then they were getting fried pork and fried potatoes and black 
coffee and bread without butter for supper. These boys and girls were 
supposed to go to school and spend their hours there and study their lessons 
and get along. But the teacher found that they weren't enthusiastic, they 
didn't have any inspiration. In the slang of the school, they didn't have 



62 Bulletin of the Extension Division 

the "i)ep". The teacher suggested a change in the menu. She substituted 
for fried pork and fried potatoes cream of wheat witli good cream, and she 
substituted for coffee glasses of rich milk, with the result that in the ten 
days that the test was carried on the girls and boys not only increased in 
weight, but they showed increased interest in their school work. Their 
color improved and the health and the wholesomeness and the spirit of 
the whole room was changed simply because they found out what food was 
needed. 

As a result of this little demonstration which was put on in the schools 
and a campaign which followed thru the Rotary, Kiwanis, and other clubs 
of Evansville, it was found that the week following the campaign one firm 
alone sold 300 gallons more milk a day than they did before. That cam- 
paign is now going on in other cities of the state, and this kind of work 
carried on thru the boys and girls, going back in a practical direction 
to the home and utilized in this fashion is going to be some of the guidance 
that we need for home-making and for the upbuilding of the boys and girls 
that are in our schools. 

If Indiana is going forward, it is going because we reach boys and 
girls, and because we train them in the right way. We have a lot of 
fathers and mothers who simply think of men and women who go out from 
our institutions as persons who have not had the experience they have had, 
who have not spent the years in agriculture that they have spent, and 
therefore they feel they are not in position to give them much instruction. 
But when we reach boys and girls with such demonstrations as the raising 
of pigs, cattle, colts, and chickens, and when they can carry this knowledge 
home and demonstrate for themselves that it is a profitable, worth-while 
thing to do, then we know that better methods are coming on tlie farms, 
and in the homes, and there is a changed attitude and a changed life. And 
then the bigger thing is that it is interesting the parents and showing the 
worth-whileness of education, and showing them that the teachers and the 
schools can do these things for boys and girls if they will only support them. 

We are in position, thru the Industrial Commission, to give assistance to 
rural communities and give assistance to cities in the securing of funds 
to hire teachers who will give their attention and their time to this voca- 
tional guidance work. Thru the national department and the state insti- 
tution, we are giving help in boys' and girls' clubs. Thru the State 
Department of Public Instruction and thru the Federal Board of Vocational 
Education, we are establishing and conducting now these vocational depart- 
ments. With this large force working and cooperating and reaching boys 
and girls, going into the homes, getting hold of the parents and getting 
them to do the big things, I am sure that vocational work is going to 
become a reality. And when we have vocational work in all these schools 
teaching the children to plow, teaching them to feed stock, teaching them 
how to cook and sew, showing them how to work in the shop, showing them 
how to do worth-while things, then we are going to have come true in 
Indiana those lines of President Lawrence : 

"One goes to school not so much to gain knowledge as to gain power, 
not so much to learn to know, as to learn to do things." 



Parent-Teacher Associations 63 

WHY CHILDREN REACH THE JUVENILE COURT 

Frank J. Lahr, Judge of the Juvenile Court, Indianapolis 

The subject that has been assigned to me, I am a, little bit suspicious, 
was selected by somebody maybe in a spirit of irony. "Why Children 
reach the Juvenile Court" is the question that I have asked in the last few 
years thousands of times. I have asked it of people who come into the 
court, and I have asked it of people outside of the court in meetings where 
I have talked. It is a wonderfully interesting question to think about. In 
the first place, it is so entirely diff(Ment from what people think it is. 

If I had more time here this afternoon. I should like to ask you, or 
let you and me together study the question "Why Children reach the 
Juvenile Court", but the time is short. 

First, I will say that the i^eople who come before me in the Juvenile 
Court, and of whom I ask the question, "Why does your boy or your girl 
reach the Juvenile Court?" invariably answer, "W"e don't know." That is 
always the answer. It comes with such iiniformity and such positiveness 
that we are sometimes startled at the fact that iieople should know so 
little about why a child reaches the Juvenile Court. And generally, before 
I have time to ask any more questions, the parents of the child will say 
to me, "We have done everything we can do." We want you. Judge, to 
know that. They don't say this last, but that is the attitude, — we want 
you, the judge, to know that we have done everything we can do. That is 
a strange answer to give, because it is so discouraging. If they have done 
everything they can do, then there seems to be absolutely no hope further. 

In talking befoi'e a number of audiences at different places, I have 
asked the audience the same question. I thought surely the people who are 
not parents of children who come before the Juvenile Court could tell me, 
and I would like to ask you the question this afternoon. 

In one audience which was a representative audience, a very fine audi- 
ence of mothers — W^.C.T.U. women — just as intelligent an audience as any 
I ever stood before, I asked them to study, think it over, and tell me why 
a boy reaches the Juvenile Court. They were lost. The question was too 
little understood. 

Then I said, "Tell me why a boy steals. Let us limit it to one class 
of offenses. Why does a boy steal?" I gave them time to study. After 
sufficient time was given, the answers came. Hands were up. The first 
five answers that came to me were that stealing comes from the devil. 
That was not very encouraging to me, because that immediately meant 
that I would have to make my fight with that personality. The next two 
answers that came were that it comes to the child by heredity. That, too, 
is a discouraging answer to me, because if it comes by heredity that is 
something that is already fixed, and neither the Juvenile ('ourt nor any- 
body else can do anything with it. I have always been suspicious that the 
two mothers who said that it came by heredity were widows. 

Then, as I went down the line for other answers, some would blame the 
neighboring boy, and some would blame one thing and some would blame 
something else. But in no place, it seemed to me, did the blame fall where 
it could be of help to me, or where it should be placed. 

Now, I want to work on that problem a little bit here this afternoon. I 
want to take up the question of stealing so as to make it concrete. Why 



64 Bttlletin of the Extension Division 

does a boy steal? The answer that it comes from the devil or by heredity, 
I think, can be disposed of easily. You needn't woi-ry long with those 
answers. It is a different question from that. 

If you want to know why a boy steals, you will have to study the ques- 
tion not from your point of view, but from the point of view of a child. 
If you want to know why you steal, or rather why you do not steal, if you 
do not steal, you will have to go back to your own childhood days to study 
the question. In fact, even if you go back to your childhood and work it out 
at that point, it will not be as clear to you as it should be. 

Now, while we are with the child, let us determine, if we can, why it 
steals. Let us take a child, for instance, two years of age. Does that child 
then steal or does it not steal? Let us take a child one year of age. Does 
a child at one year of age steal or does it not steal? I know we are all 
tender with children, and this word "steal" is odious. Let us change the 
word. Does the child at one year of age take things or does it not take 
things? What do you say? How many say it takes things? How many 
say it does not take things? (Audience tmanimous that it does take 
things.) What does it take? Everything it can lay its hands on. The 
little child begins stealing as soon as it is big enough to use its hands and 
feet, and then it takes everything that it can possibly lug away. 

What is true of stealing is true of many other things that will suggest 
themselves to you, but I want you now to see how it is a perfectly natural 
thing in the child to want things and to take them if it can. 

I have in my home a child about a year old. (Its mother once said that 
I shouldn't say the things I am saying about our children, but my wife is 
now agreed with me that this one nearly a year old takes everything it 
can get its hands on and is perfectly willing that I should tell it.) I have 
one two and a half, nearly three years of age now. This little one three 
years of age doesn't take so many things. It takes a few things. It is 
cons1:antly getting in trouble with its mother and the rest of the family by 
reason of its taking things it should not take, but it doesn't take so many 
things. 

I have one seven years of age. This little one seven years of age we 
would say is a pretty good child. She lets most things alone, not every- 
thing but most things. I have a boy twelve years of age. This boy is 
even better than the girl of seven. He lets most things alone, but not all 
things ; he still takes some things he ought to let alone. ■ 

Now, what is it in the child that makes him steal, or what is it that 
has come into him that keeps him from stealing? If you want to know 
why the child does not steal, you must study th.'s child that is taking 
things, this child a year old, or some child at the beginning of life, and 
compare it with the child that is six or seven or eight or ten years of age, 
and see what the difference is and find out what has caused the difference. 
■I am going to ask you what has come into the life of the child three 
years of age, or the child seven years of age, or eleven years of age, by 
which they do not steal so much, they do not take things so much as the 
little one that is one year of age. What is it that causes such a difference 
of conduct? 

"Training," you say, "education," "being taught the rights of others." 
I hope that you see the wisdom of your answers, because I want to build 



Parent-Teacher Associations 65 

out ou them as a f(nmda,tiou, and if you don't see it, you will become doubt- 
ful after a while and refuse to follow me. But you are right about it. 
He gets honesty thru teaching, and he gets it no other way except thru 
teaching. The child learns thru teaching to keep his hands off of people"!^ 
property, and he gets it no other way. 

If it comes to the child thru teaching, instead of from the devil or by 
heredity, then I am very much encouraged, because if in the Juvenile 
Court I find a boy who is taking things I know what that boy needs. More 
teaching. Does he need to be sent off to prison? No. Does he need a 
whipping? No. I am not going to settle the question now as to whether or 
not those things might help, but just whether or not they will do the work. 
They will not make him honest, he needs teaching. 

Now, what is true of stealing is also true of the many other things that 
we accuse children of, and the children are brought before the Juvenile 
Court in Marion county or before the Juvenile Court in each home, because 
the juvenile court in each home is not very different from the Juvenile 
Court in Marion county, — it is the same kind of a court, and there should 
be in every home a juvenile court in which these cases are tried, and that 
will save them from going to the state court. 

He gets honesty thru teaching. He gets it no other way. If he has not 
got it, he has not had a good teacher. I wish I had time to give more 
demonstrations of that proixisition. 

Who is the one who should do this teaching? You all say the parents. 
That is right. The parents should be the teacher first of all. Then the 
teaching of the parents, of course, is reinforced by the teacher at the 
school. One stands right back of the other. And then it is again reinforced 
by the Sunday School teacher and by the minister at the church, and then 
it is again reinforced by the state of Indiana thru its police officers. In 
that respect, the police officer could be, if he would, a great ethical 
instructor, occupying a position right alongside the school teacher and the 
preacher and the mother and the father, because the state thru the police 
officer is also reinforcing the work that the mother and father have done 
in the home, or should have done. 

Now, then if you ask me why children come to the Juvenile Court, with 
this foundation laid, the answer is not so hard, is it? You will see it 
more clearly if you will leave the Juvenile Court and the children who come 
to the Juvenile Court and go into the families outside of the Juvenile Court 
and study the question as to why children do not come to the Juvenile 
Court. 

The children in Marion county who do not come to the Juvenile Court 
are these children who have good fathers and mothers for teachers, and I 
want to tell you it is true, it is scientifically true. You can observe thou- 
sands of cases and make your deductions, the children who come to the 
Juvenile Court for stealing, or for any of the offenses of which they are 
accused, come there because their parents have not properly taught them, 
their mothers and fathers are not good teachers. 

One thing I want to call your attention to while you are studying these 
questions, and that is there is a great big difference between being a 
teacher and being a father or a mother. It is not the same function at all. 
There are men and women who are parents, who are fathers and mothers, 



6G Bulletin of the Extension Division 

but they are very poor teachers. There are many men and women in Indian- 
apolis who live in the better parts of the city, out on North Meridian street, 
up around Fall Creek, and this aristocratic part that you hear about when 
you come here. — there are parents there who ai'e good business people, they 
are good church people, they are good individuals, good citizens, we may 
say, considered in themselves ; but when it comes to their ability to teach 
their children, they are not teachers. So don't allow yourselves to be 
fooled that it is only because a child is in a bad family that he becomes 
a thief or becomes a delinquent child. 

I want to reinforce this idea. I wish I had time, but I haven't, so I 
will just have to run over it right rapidly. Many years ago, you who have 
studied your history carefully will know, when the world was young and 
there was no civilization here, mankind was in the same condition as the 
little baby who is born in my house. It knows nothing, and they knew 
nothing. From that time on, mankind had to begin to work out its prob- 
lems of civilization, among them the question of property rights. The 
question of property rights was not handed to man by God ; man worked 
it out. I want you to observe the fact, by comparison at least, that God 
made wheat and corn and ragweeds and snakes and frogs, but God did not 
make wheat fields, God did not make fences, God did not make the fruit 
to grow in fields. That is the product of man. That is the work of 
civilization. In the same way mankind had to work out property rights. 
It is a convention. It is something that the natural man knows nothing 
about. It is something that the natural child knows nothing about. It 
grew out of time. I wish I had time to demonstrate this, but I haven't. 

Now, when the little baby is born into our civilization, in 1919. remem- 
ber he is born in the condition of primitive man and he must learn all 
that ci-\alization has, and as the generations came and went, one genei'ation 
handed down to the next generation a little of its civilization. It became 
cumulative. A residuum was left for each generation, and it accumulated 
until now in the year 1919 we have a large accumulation of civilization. 
But remember it didn't come by nature. It will have to be handed to each 
generation from parent to child. So I want you to see just exactly as we 
have seen that honesty is taught from parent to child. The whole of 
civilization is transferred from parent to child, generation by generation, 
not only on the question of property, not only on the question of honesty, 
not only on the question of labor and work, but on every question which is 
involved in civilization. 

In the Juvenile Court, I am a student of general history. Every case 
that comes in there I can classify as to its location in civilization. Some 
belong to a time long before Christ, some belong to the primitive times, 
some come after Christ. I can locate them somewhere. Then we have to 
take them at the place we find them and begin the processes of civilization, 
and the process of civilization is what kind of a pi'ocess? Teaching. 

God didn't make civilization. We pass it from one man to the other 
thru teaching. God didn't make civilization, but He did make something 
else of greater importance, and He has a bigger and a more forceful hand 
In it than we sometimes think. 

When a little pig is born, the second day after that pig is born, or even 
the first day sometimes, at least by the second day, the little pig can run 



PARENT-TEArnER ASSOCIATIONS 67 

about and take care of itself. It is almost of age. When a little bii'd is 
born, it will stay in the nest three or four weeks, and then it is of age. 
It has three weeks of infancy. In the case of a pup, why, the second day 
he is a graduate. He knows it all. He gets stronger and bigger, but there 
is nothing that he learns any more after the second day. 

Look at a child. A little child two days old is not of age. A little 
child two months old is not of age. A little child two years old is not of 
age, I mean, does not act for itself. Why, we won't even let a child leave 
to go to the school teacher before it is six years old, and some think it 
should not go as soon as that, riiysiology and anatomy says that a 
child isn't mature until it is twenty-two or twenty-four years of age. 
The lawyers weren't close students of anatomy and so they fixed the age 
at twenty-one, and so the statute says that at twenty-one years of age a 
child may cut the apron strings, leave the home. The fact that a child was 
created with an infanc.v that runs so long, was so created by (Jod's own 
hands — makes you see the purpose of it! Can you see why it was done? 
When a little pig is born, the mother pig doesn't concern itself about 
handing its civilization over from the mother pig to the little pig. When 
the little puppy is born, there is no such discussion as handing civilization 
over from the mother dog to the little puppy. But in the human race, 
isn't it interesting that for twenty-one or twenty-two years that child is 
to stay with the father and mother, is intended to stay right there, and for 
what purpose? So that the father and mother may teach the child. 

Now, in these last few minutes I have, I want to urge you who are 
parents here to see that the school teachers who are meeting in tliis grand 
association over here in the city of Indianapolis do not have a monopoly 
of teaching. They do not, they are not even the big teachers — they are 
mighty big, and I respect them, and no one can respect them more than I 
do, but I want you to know right now that the school teachers are not the 
big teachers. So far as the teaching process is concerned, the school 
teacher is simply a reinforcement of what the parents are teaching. The 
big teachers of the child are tlie parents. 

I want you to be sure to get the idea that I don't undervalue anything 
that the school does or the church or the business world or the state or 
all these other institutions that are pouring their great instruction into the 
life of the child, but I want you to see that this mother comes way up in 
the life of the child as the teacher. I am a teacher, too. We teachers see 
it, but mothers do not see it. If we could only get the fathers and mothers 
to see that they are the great teachers, the great civilizers, that they are 
the ones who are to do the great fomidation work of handing civilization 
over from themselves to the children, and the school teacher teaches arith- 
metic and grammar and geography and history, which is an extra, and the 
church teaches religion which is an extra, but the great work is done by 
the parents — if we could get parents to see that, then a great deal of trouble 
about what boys and girls are doing would all pass away. You wouldn't 
need a Juvenile Court at all if parents could see that thing. 

I want to say to my mind there is no greater institution than a parent- 
teacher association. I think parents and teachers should both wake up, 
and especially parents should wake up as to the great fact of the teaching 



68 Bulletin op the Extension Division 

power which they have in their homes, and that they and the teacher are 
hoth teachers working together for tlie civilization, for the growth and 
civilization of the child. 

THE KUKAL SCHOOLS 

W. W. Black, Professor of Elementai-y Education in Indiana University 
(in absence of President William Lowe Bkyan) 

I have time only to call the attention of this body to a problem that we 
must attack with all our might. That is the problem of the rural school. 

Public school education has never been tried as it is being tried today. 
We are making an attempt in America to rise into the next step in democ- 
racy, and as a mass we do not know how to make this step. Our feeling 
for democracy has run so far ahead of our knowledge of democracy that 
we are in a sort of blind rush without having clearly in mind the goal, or 
its direction, or its distance. There is no cut-and-dried method in the 
development of democracy, so we find ourselves going the costly trial-and- 
error way. As it seems to me, we shall have to hold things in check now 
and then by the strong arm of state and federal government, until our 
public education reaches such a degree of efficiency as will enable us to 
move more intelligently in our rise in democracy. We must consider more 
seriously than we have in the past that the public schools are the safeguard 
of democracy ; that the schools are the basis for developing a democratic 
leadership and an intelligent following that will make it possible for us 
to live together in a democratic way. 

Our cities have developed a plan of school organization that should in 
the future make the city schools highly efficient. Our rural schools have 
no such advantage in organization. They have not only, for lack of proper 
organization, failed to keep up with the advance made in the city schools, 
but on the whole they have lost ground. Especially is this true of the 
one-teacher schools. A quarter of a century ago a very large percentage 
of teachers in our one-teacher schools were mature men and women of 
experience. As a rule they remained for a number of years in the same 
school, and very many of them identified themselves with the life and inter- 
ests of the community. Now the average length of time the teacher remains 
in the same one-teacher school is hardly two years. It is our beginning 
teachers who are teaching in the one-room schools. They are without per- 
sonal supervision. They are working fewer months a year, and for less 
salary than are teachers in other schools. They generally lack in social 
opportunities. Their interests are elsewhere. In very many instances 
they are unable to secure room and board in the district. Many live in the 
district only from Monday morning until Friday at four. Practically all 
are waiting for opportunity to secure better positions elsewhere. Those 
who succeed well are generally taken by the towns and cities. The consoli- 
dated schools are more efficient than are the one-teacher schools, but are in 
general less efficient than the city schools. 

The country folk know that these things are true. For these and other 
causes, most of which can be remedied only thru the improved rural school, 
country folk are leaving the rural community in large numbers. In the 



Parent-Teacher Associations 69 

period between 1900 and 1910, 74 of the 92 counties of the state lost in 
rural population. And 56 counties lost in their total population. Of these 
56 counties, 53 had no city of 10,000 population and 38 had no city of 
5,000. Farmers are moving to the cities for the educational and social 
advantages they can give their families. Hundreds of families in Indiana 
who still live on the farm are sending their children to schools in the 
larger towns and to the cities. We are educating them under a city environ- 
ment, where they form city habits, city tastes, city interests. When a 
country child is educated luider these conditions, the chances are very 
much against his returning to permanent rural life. 

The problem of the rural school is our most pressing educational prob- 
lem. It should concern the city dweller as much as those who live in the 
country district. I am glad to have had opportunity to present conditions 
to this body of representatives, however briefly, because it is just such 
bodies as yours that must take an active interest in securing an efficient 
reorganization of the rural schools. 



Appendix 



SURVEY OF HIGH SCHOOL LIFE AND CONDITIONS IN FORT 

WAYNE, IND. 

The Fort Wayne High School Parent-Teacher Club is organized for 
service. 

Intelligent, effective service must be based on a thoro knowledge of 
the selected field of action. 

The responsibility for directing the policy, the influence, and the action 
of this organization lies largely with the executive committee. 

It is therefore imperative that all members of the executive committee 
at once become thoroly conversant with high school life and conditions. 

I. Teachers 



Number of men 


Number 


married 


Number of women 


Number 


single 


Length of service in 


Fort Wayne 




Salaries 


//. Pupils 




Total number 


Number girls 


Number boys 


Freshmen : 


Boys 


Girls 


Sophomore : 


Boys 


Girls 


Junior : 


Boys 


Girls 


Senior : 


Boys 


Girls 



///. High School Building 

Number and size of rooms 

Approximate number of children in classes 

Number of recitations a day 

Conditions of walls and decorations 

Toilets 

Cloakrooms 

Light 

Ventilation 

Heat 

Get plan for new addition. 



IV. Lunchroom 



Food — 

1. Quality 

2. Variety 

3. Price 

4. Service 



B. Number of pupils served 

C. Conduct of pupils 

D. Facilities for conducting a lunch- 

room 



Parent-Teacher Associations 71 

V. Scliool Organizations 

A. Within school or recognized by school authorities — 

1. Name 

2. Purpose 

3. Boys or girls or both 

4. Place of meeting 

5. Meet how often 

6. Qualifications for membership 

B. Organizations of high school pupils not recognized by school authori- 

ties — 

1. Name 

2. Purposes 

VI. Athletics and Physical Training 

A. Boys' teams Girls' teams 

B. Physical training 

C. Facilities for athletics and physical training 

VII. Auditorium 

How often used for school activities 
Classification of these activities 
How often used for public purposes 

VIII. Miscellaneous 
High school music 
High school dress 
Conduct of pupils in high school 
Suggestions from teachers in regard to matters of discipline in which 

parental influence would be beneficial 
Note : Committees reported on each of these subjects. 

SUGGESTED CONSTITUTION AND BY-LAWS FOR LOCAL PARENT- 
TEACHER ASSOCIATIONS 

(adapted from constitution suggested by the Indiana Parent-Teacher 
Association and the constitution and by-laws of the Rose Hill High School 
Parent-Teacher Association of Jeffersonville, Ind.) 

ARTICLE* I 

Name 
The name of this organization shall be the Parent-Teacher Association 

of the — ■ school, and it shall be affiliated with the state and national 

organization. 

ARTICLE II 

Purpose 
The purpose of this association shall be to bring the home and school 
together in the interest of the child, that parents and teachers may coop- 
erate more intelligently in the education of the child. 



72 Bulletin op the Extension Division 

ARTICLE III 

MeinbersMp 
The membership of this association shall be composed of the patrons 
and teachers of this school district and anyone interested in the purposes 
for which the association stands. 

ARTICLE IV 

Officers 
The officers of this association shall be a president, vice-president, sec- 
retary, and treasurer. 

ARTICLE V 

Amendiments 
This constitution may be amended at any regular meeting of the asso- 
ciation by a two-thirds vote of the members present, provided notice has 
been given at a previous meeting. 

BY-LAWS 

ARTICLE I 

Rules 
Roberts' Revised Rules of Order shall govern the proceedings of tliis 
association. 

ARTICLE II 

Electimis 
Officers shall be elected at the last meeting in the spring to hold office 
one year. Officers shall be nominated from the floor and elected by ballot. 

ARTICLE III 

Duties of Officers 

It shall be the duty of the president to preside at all meetings of this 
association and have general oversight of the affairs of the association. 
The president shall be ex officio member of all committees. 

The vice-president shall preside in the absence of the president and in 
a general way assist the president in the affairs of the association. 

The secretary shall keep an accurate record of all meetings of the asso- 
ciation, conduct its correspondence, and perform such other duties as 
usually devolve upon such an office. 

The treasurer shall receive and have charge of all money, shall pay out 
same on order signed by the secretary and president, keep an account of 
all receipts and disbursements, and make a written report to each annual 
meeting. The treasurer shall remit promptly the state and national dues. 

ARTICLE IV 

Cormnittees 
(Such standing committees may be provided for here as desired and 
their method of appointment indicated.) 



Parent-Teacher Associations 7o 

ARTICLE V 

Duties of i'ommittivs 
(The duties of committees sliouUl be clearly stated here.) 

ARTICLE VI 

Dties 
(The association must decide whether or not to have dues and if so 
what amount. This matter should be determined by u membership vole.) 

ARTICLE YII 

Meetings 

This as.sociation shall meet on the of each month at the 

school I)uilding. 

ARTICLE VIII 
Order of Business 
Roll call, minutes, program, reports, imfinishod business, now business. 

ARTICLE IX 
Amendments 
These by-laws may be amended at any regular meeting of the associa- 
tion, provided a notice has been given at a previous meeting. 

SUGGESTED CONSTITUTION FOR PARENT-TEACHER COUNCILS IN 
COUNTIES AND CITIES 

(adapted from constitution suggested by the Indiana Parent-Teacher 
Association and by the National Congress of Mothers and Parent-Teacher 
Associations. ) 

ARTICLE I 
Name 
The name of this organization shall be the (name of county or city) 
Council of Pa rent- Teacher Associations. 

ARTICLE II 

Object 
The object of this council shall be to carry on the work of the state 
and national parent-teacher associations, and to bring into closer relation- 
ship the local parent-teacher associations, to coiirdinate their efforts, and 
to increase their efficiency. 

ARTICLE III 
Mcnihcrship 
The membership of this council shall be composed of members of the 
individual parent-teacher associations forming the council. 

ARTICLE IV 

Officers 
There shall be a president, vice-president, secretary, and treasurer who 
must be members of individual associations forming the council, and who 
shall perform the usual duties of such officers. 



74 Bulletin of the Extension Division 

ARTICLE V 

Meetings 
The council shall hold three meetings a year at times and places to rw 
determined by its officers. 

ARTICLE VI 
Dues 
No dues shall be paid by the members of the council, but voluntary 
offerings may be received if desired. 

ARTICLE VII 

Amendments 
This constitution may be amended at any regular meeting of the council 
by a two-thirds vote of the members present, provided that each local 
parent-teacher association in membership has been notified of such proposed 
amendment at least thirty days prior to the meeting at which the amend- 
ment is presented. 

CONSTITUTION AND BY-LAWS OF THE INDIANA PARENT- 
TEACHER ASSOCIATION 

ARTICLE I 
Name 
The name of this organization shall be the Indiana Parent-Teacher 
Association, a branch of the National Congress of Mothers and Parent- 
Teacher Associations. 

ARTICLE II 
Object 
The object of this organization shall be to unify and strengthen each 
force represented in the individual organizations of which it is composed. 
It shall act as a bureau of information and shall help all organizations 
which are working in the interest of better homes, better schools, and the 
welfare of the children of our state. It shall cooperate with educators and 
legislators, in securing better laws for the mental, moral, and physical 
development of the child, and for better schools, better paid teachers, and 
the widest possible use of all public school buildings, to the end that good 
citizenship may be secured and the youth of our state and nation safe- 
guarded. 

ARTICLE III 

Memhership 

Section 1. The membership of this organization shall be composed of 
associations auxiliary to the public schools of this state, and such other 
Child Welfare organizations or sections of associations as shall be approved 
by the executive board. 

Sec. 2. Educational organizations not organized as parent-teacher asso- 
ciations, but desiring to cooperate in the work, may, upon the approval of 
the executive board, affiliate with the state Parent-Teacher Association, 
upon the payment of a sum as provided for in Art. IV, Sec. 4, of By-Laws. 

Seo. 2. The State Superintendent of Public Instruction, County Super- 



Parent-Teacher Associations 75 

intendents, and Supermtendents of City Schools shall be honorary mem- 
bers of the State Parent-Teacher Association. 

ARTICLE IV 
Officers 

Sec. 1. The officers of this organization shall be a pre.sident, vice-presi- 
dent at large, a vice-president of each district in the state, executive secre- 
tary, recording secretary, treasurer, and auditor who with the exception 
of the executive secretary shall be elected by ballot biennially. 

Sec. 2. Only active members shall be eligible to office. 

Sec. 3. No person shall hold the same office longer than two consecu- 
tive terms. 

Sec. 4. No person shall hold more than one state office at the same 
time. 

Sec. 5. There may be honorary vice-presidents, elected in recognition 
of distinguished services given. 

ARTICLE V 

Districts 

Sec. 1. The state shall be divided according to congressional districts. 

Sec. 2. The state executive board shall ap]X)int the president of each 
district, who shall be a vice-president of the state, mitil such a time as 
there are sufficient organized counties in the district to elect their own 
officers. 

Sec. 3. The state president or her representative shall call the meetings 
of the district. 

Sec. 4. The officers of the district shall be president, recording secre- 
tary, and treasurer. 

Sec. 5. The president of each congressional district shall be a vice- 
president of the state. 

ARTICLE VI 
Counties 

Sec. 1. Each district shall be divided into counties to conform in 
boundary lines to the counties of the state of Indiana luiless otherwise 
determined by the state executive board. 

Sec. 2. Every parent-teacher association member in good standing shall 
be a member of the county, district, state, and national organizations, and 
shall be given all privileges and courtesies of the state conventions except 
the right to vote on matters of administration, which right shall be given 
to delegates only. 

Sec. 3. In any county in which there are three parent-teacher asso- 
ciations affiliated with the state, a county council may be formed. The 
meeting to form such a council shall be called by the state president or her 
representative. Until thei-e are three affiliated associations in each coimty, 
the executive board shall appoint the president of each county. 

Sec. 4. The officers of the county council shall be president, vice-presi- 
dent, secretary, and treasurer, and they shall be elected annually at the 
regular meeting of the council. 



70 BULLKTIN OF TIllC Mx'J'ENSION DIVISION 

Six', ."i. Eiich county sliall be divided according to township lines. 
Tlu'se units shall Ix^ presided over by a townsliip chairman. 

Sec. 6. The voting body of the county council shall consist of the presi- 
dent, vice-president, secretary, treasurer, tovpnship chairman, president, 
and secretary of each local parent-teacher association, and one delegate for 
every ten paid members. 

ARTICLE VII 
Cities 
Sec. 1. In each city where there are three or more parent-teacher asso- 
ciations affiliated with the state, there may be organized by the county 
president or her representative, a city council similar in plan to the county 
council. 

ARTICLE VIII 
Advisory Council 
Sec. 1. There shall be an advisory council of not less than ten, nor 
more than fifteen, members elected biennially by the state executive board, 
and they shall meet at the call of the president. 

ARTICLE IX 

Boards 

Sec. 1. There shall be an executive board composed of the officers of 
the Indiana Parent-Teacher Association, the president of each county, 
presidents of districts, president of the board of department chairmen, and 
six members elected biennially. 

Sec. 2. There shall be a board of department chairmen, composed of 
the chairmen of state departments, and they shall elect officers biennially 
at the state convention. 

ARTICLE X 
Annual Meeting 

Sec. 1. There shall be an annual meeting of this organization held at 
the same time and place as the Indiana State Teachers' Association. 

Sec. 2. Twenty-five voting delegates shall constitute a quorum in any 
state convention. 

Sec. 3. The executive secretary of the Indiana Parent-Teacher Associa- 
tion shall, thirty days prior to each state convention, notify each member 
of the executive board, each county president, each department chairman, 
and the president of each local parent-teacher association, of the exact 
time and place of the said meeting. 

ARTICLE XI 

Amendments 
This constitution may be amended or revised at any annual convention 
without previous notice, by a two-thirds vote of the registered delegates. 

ARTICLE XII 

AutJwriti/ 
Roberts' I'ltles of Order ^]\i\M govern the proceedings of this organi- 
zation. 



Pai{ent-Tioa(mii':k Associations 77 

ARTICLE I 
Sec. 1. There shall be departments in the Indiana Parent-Teacher 
Association to correspond to those in the national. Each state chairman 
shall be a member of the corresponding committee in the national. 

ARTICLE II 

Sec. 1. The executive board sliall elect such honorary vice-presidents 
as may in its judgment serve the best interest of the state. 

Sec. 2. The executive board shall annually apimnt the chairman of 
each department. 

Sec. 3. The executive board shall constitute the program committee 
for the annual convention, with power to add to its membership. 

Sec. 4. The executive board shall have power to make rules for the 
transaction of the business of the board and to amend the same from time 
to time as may prove necessary. 

Sec. 5. The president of the state Parent-Teacher Association shall 
have the power to appoint such special committees as shall be necessary 
for the execution of the state work and the safe conduct of the state 
meeting. 

Sec. ti. The president shall be a meuilier ex oftieio of all committees. 

ARTICLE III 

Sec. 1. The executive board shall meet once before and once after the 
state convention, and at the call of the president, providing notice has been 
given each member at least two weeks previous to said meeting. 

Sec. 3. Members of the executive board who are obliged to be absent 
from the meetings shall report in writing to the secretary at least two 
days before said meeting. 

Seo. 4. Any member of the executive board absenting herself from 
three consecutive meetings may be considered as having forfeited her 
membership on the board, unless she has presented to the secretai'y a 
valid excuse in writing, as herein provided for. 

ARTICLE IV 

Sec. 1. Parent-teacher associations, mothers' clubs, and child welfare 
circles may affiliate with the state in the following manner. 

Sec. 2. An organization of less than 50 members may alHliate upon 
the payment of 10 cents per member per year. 

Sfx. 3. An organization of 50 members or more may athliate with the 
state upon the payment of a fiat club rate at $5 per year. 

Sec. 4. All other organizations shall, upon the approval of the state 
board, pay the ti'easurer $3 annually, for state dues. 

Sec. 5. Dues shall be payable anntially upon the date of admission to 
the state. 

Sec. 6. The state treasurer shall remit to the national treasurer five 
cents for every paid membership, and one-half of every affiliated mem- 
bership. 

Sec. 7. Each new parent-teacher association, mothers' club, and child 
welfare circle of fifty members joining the state sbaJl, upon receipt of the 



78 Bulletin of the Extension Division 

names and addresses of officei's and members, receive one copy of the 
Welfare Magazifiie for one year. 

Sec. S. Each organization in membership in the state shall receive the 
state and national Year-Books, and such other literature helps as are 
available. 

ARTICLE V 

Sec. 1. Officers shall be elected biennially at an annual meeting on the 
last morning of the convention. 

Seo. 2. Nominations shall be from the floor. 

Sec. 3. Elections shall be by ballot; a majority of all votes cast shall 
be required to elect. 

ARTICLE VI 

Sec. 1. The membership of this organization shall consist of active, 
associate, sustaining, benefactors, and life members. 

Sec. 2. Parent-teacher associations, mothers' clubs, and child welfare 
circles, upon the payment of dues as herein stated, shall become active 
members. 

Sec. 3. Individuals may become associate members of the state, upon 
the payment of $1 annually. 

Sec. 4. Individvials may become sustaining members of the state upon 
the payment of $5 annually. 

Sec. 5. Individuals may become life members of the state upon the 
payment of $25. 

Sec. 6. The payment of $50 constitutes the payee a benefactor of the 
Indiana State Parent-Teacher Association. 

ARTICLE VII 

Sec. 1. The Indiana Parent-Teacher Association shall be entitled to 
send to the national convention its president, recording secretary, executive 
secretary, treasurer or their representative and one delegate for every 1,000 
members. 

Sec. 2. Each parent-teacher association, mothers' club, or child vs^elfare 
circle shall be entitled to send to the state convention its president and 
one delegate for every 10 paid members. This does not prevent every 
member from attending the state convention and participating in all the 
privileges except that of voting, which is given to delegates only. 

Sec. 3. Affiliated organizations are entitled to send to the state con- 
vention their president or one delegate. 

ARTICLE VIII 

Sec. 1. These By-Laws may be amended at annual meeting, without 
previous notice, by a two-thirds vote of those present. 

ARTICLE IX 

Sec. 1. Roberts' Rules of Order shall govern the proceedings of this 
organization. 

CHILD WELFARE STUDY TOPICS 

The following suggested topics for study of child welfare by parent- 
teacher associations are arranged in three groups: (1) topics for study 



Parent-Teacher Associations 79 

of problems of children of school age in the home and school; (2) topics 
for study of problems of children under school age in the home; and (;i) 
topics for study of problems of children of all ages in the community. 
Under each topic are given references as sources of definite information. 
Those references marked (*) can be supplied by the Extension Division 
of Indiana University. 

Suggested Topics for Study of Problems of Children of School Age in 

Home and School 

I. Play, Physical Education, Recreation. 

1. Legal Provisions in Indiana. 

o. Burns' Revised Statutes of 1914, Laws on Parks, Play- 
grounds, and Physical Education in the Schools. 

2. Physical Education. 

a. Present Law for Physical Education in the Schools, Acts of 
1919, Indiana Legislature, Chapter 149, page 682. 
*&. Physical Education in the Schools, Bulletin No. 36, 1918, 
Department of Public Instruction, State of Indiana, State- 
house, Indianapolis, Ind. 

3. Play. 

*o. Let the Children Play, 1920, Extension Division, Indiana 
University, Bloomington, Ind. 

*&. The Recreation Movement, Repi'inted from The Playground. 
October, 1911, Playground and Recreation Movement of 
America, 1 Madison Avenue, New York City. 

*.('. National Games, Reprinted from The Playground, Decem- 
ber, 1911, Playground and Recreation Movement of America, 
1 Madison Avenue, New York City. 

*(J. Athletic Badge Test for Boys, Athletic Badge Test for Girls, 
Reprinted from The Playground, April, 1913, Playground 
and Recreation Movement of America, 1 Madi.son Avenue, 
New York City, 

*('. Health, Morality, and the Playground, Reprinted from Chari- 
ties and Commons, August 3, 1907, by the Playground Asso- 
ciation of America and Playground Extension Committee of 
Ru.ssell Sage Foundation, New York City. 

*/. A Year's Campaign for a Life rather than a Living for 
Everyone in America, Playground and Recreation Associa- 
tion of America, 1 Madison Avenue, New York City. 

*g. Peace Celebrations for a Better Democracy, Indiana Univer- 
sity, Extension Division, Bloomington, Ind. 

*h. Play and Recreation, Bulletin of the Extension Division, 
Indiana University, Bloomington, Ind., Vol. II, No. 1, Vol. I, 
No. 2 (two bulletins). 

H. Patriotic Play Week, Suggestions to Local Child Welfare 
Committees, U.S. Department of Labor, Children's Bureau, 
Washington, D.C., Children's Year Leaflet No. 4, Bureau 
Publication No. 44, 1918. 



so Bulletin of the Extension Division 

*./. Suggested Pi-ocession jind Pageant for the Patriotic Play- 
Week, i)rei>are(l by C. II. Gifford, Executive Secretary of 
the Drama League of America. Washington, D.C., 191S, 
(Ihiklren's Bureau, U.S. Department of Labor. 

II. Child Labor and Education. 

1. The I'resent Child Labor Law in Indiana. 

a. Laws Concerning Children, March 1, 1914, Board of State 
Charities, 93 Statehouse, Indianapolis, Ind. 

2. The Present Federal Child Labor Law. 

*a. Tax on Employment of Child Labor (T D 2823), Treasury 
Department, Office of Coiamissioner of Internal Revenue, 
Washington, D.C. 

*7>. Laws Relating to the Employment of Women and Children, 
Issued by the Industrial Board of Indiana, Department of 
Women and Children, 1919, Mrs. A. T. Cox, Director. 

3. Standards Set at the Washington Conference for Children 
Entering Employment. 

*a. Minimum Standards for Child W^elfare, 1919, U.S. Depart- 
ment of Labor, Children's Bureau, Conference Series No. 2, 
Bureau Publication No. 62, pp. 3, 4, 5. 
7;. Standards of Child Welfare, Separate No. 2, Child Labor, 
U.S. Department of Labor, Children's Bureau, Report from 
Conference Series No. 1, Bureau Publication No. 60, 1919. 

4. Child Labor Laws of Other States. 

*ff. The States and Child Labor, U.S. Department of Labor, 
Children's Bureau, Washington, D.C, Children's Year Leaf- 
let No. 13, Bureau Publication No. 58. 

5. The Proposed Child Labor Law for Indiana. 

a. Child Labor Bill, Extension Division, Indiana University. 
G. Present Provisions for the Department of Women and Children 
in Industry in the Industrial Board of Indiana. 
a. Acts of 1919, Legislature of Indiana, Chapter .58, Sec. 2, pp. 
191-192. 
7. Employment Certificates. 

"•'a. The Employment Certificate System, U.S. Department of 
Labor, Children's Bureau, Children's Year Leaflet No. 12, 
Bureau Publication No. 56. 
S. The I'reseut School Attendance Law in Indiana. 

*ffl. The Compulsory School Attendance Law, Issued by the State 
Board of Truancy, Statehouse, Indianapolis, Ind. 
9. Child Labor and School Attendance. 

*a. Minimum Standards for Child Welfare, 1919, U.S. Depart- 
ment of Labor, Children's Bureau, Conference Series No. 2, 
Bureau Publication No. 62, pp. 3, 4, 5. 
*h. Every Child in School, U.S. Department of Labor, Children's 
Bureau, Children's Year follow-up series No. 3, Bureau Pub- 
lication No. 64. 
*c. Back to School Drive Blanks, U.S. Department of Labor, 
Children's Bureau. 



J'AIJKXT-'rKAClIKIl ASSOCIATIONS 81 

*d. Back to School, U.S. Dcpartinonl of Lahor. Cliildroirs 
Bureau, Chiklreu's Year Loaflot No. 7, Biircavi Publication 
No. 49, 191S. 

*c. Suggestions to Local Couimittcos for the Back-to-Scliool 
Drive, U.S. Dcitartment of Labor, Childron's Bureau. Chil- 
dren's Year Leaflet No. S, Bureau Publication No. 50, 1918. 

*/. Stay-in-School — Education Pays, A Message to the Boys and 
Girls of America, Dodger, U.S. Department of Labor, Chil- 
dren's Bureau. 

*g. Scholarships for Children, U.S. Department of liabor, Chil- 
dren's Bureau, Children's Year Leaflet No. 9, Bureau Pub- 
lication No. 51, 1918. 
10. Vocational Guidance. 

*«. Some Explanations Concerning the Junior Section of the 
Indiana Free Employment Service, Suggested Phases of 
Vocational Guidance for Minors. Bulletin No. 1, Employ- 
ment Commission of Indiana, Statehonse, Indianapolis, Ind. 

*h. Advising Children in their Choice of Occupation and Super- 
vising the Working Child, U.S. Department of Labor. Chil- 
dren's Bureau, Children's Year Leaflet No. 10, Bureau 
Publication No. 53. 

III. The Public School System. 

1. School Laws of the State of Indiana. 

a. Laws of Indiana Relating to the Public School System. 1917, 
by Benjamin J. Burris, Office of State Superintendent of 
Public Instruction, Statehonse, Indianapolis. 

/>. School Laws enacted by the General AssemlHy. 1019. A Sup- 
plement to the School Laws of Indiana. 1917, Edition by 
Benjamin J. Burris. Office of State Superintendent of Public 
Instruction. Statehonse, Indianapolis, Ind. 

c. Indiana Vocational Education Law Approved February 22, 
1913, Amended March 14. 1919, State Board for Vocational 
Education, Statehonse. Indianapolis, Ind. 

2. Course of Study in the Public Schools of Indiana. 

II. State Manual and Uniform Course of Study for the Pulilic 
Schools of Indiana, Department of Public Instruction. State- 
hou.'se. Indianapolis. Ind. 

3. Salaries of Teachers. 

a. Pamphlets and leaflets supplied by the Stiite Board of Edu- 
cation, Statehouse, Indianapolis, Ind. 

4. Visiting Teachers. 

*rf. The A^isiting Teacher, U.S. Department of Laltor. Children's 
Bureau, Children's Year Leaflet No. 11. Bureau Publication 
No. 55, 1919. 

IV. Health of Children. 

1. School Feeding. 

*a. Feeding Children at School, I'.ulletin of Indiana University 
Extension Division, Vol. IV. No. S, Bloomington, Ind. 



Bulletin of the Extension Division 

2. Malnutrition. 

*a. What is Malnutrition, Lydia Roberts, U.S. Department of 
Labor, Children's Bureau. 

3. Health Habits. 

*a. Record of Health Chores, Modern Health Crusades, by 

National Tuberculosis Association, 381 Fourth Avenue, New 

York City. 
*h. Common Sense in Health, A Health Campaign, American 

Red Cross, Junior Red Cross, Washington, D.C., A Teachers' 

Manual, Supplement No. 3, 1919. 

4. Sanitation of Buildings and Health Supervision of Children. 
a. Manual of Instructions for School Authorities and School 

Physicians, State Board of Health, Statehouse, Indianapolis, 
Ind., 1911. 
&. The Indiana Medical Inspection of Schools Law, Burns' 
Revised Statutes, 1914. 

The School a Social Center. 

1. Community Instruction. 

*a. Community Institutes ; Notes on the Purposes and Method 
of the Institutes held in 1915-1916, Bulletin of the Extension 
Division, Indiana University, Bloomington, Ind., Vol. II, 
No. 5, January, 1917. 

2. School Service. 

*a. School and Community Service ; Experiments in Democratic 
Organization, by Robert E. Cavanaugh and Walton S. Bitt- 
ner, Bulletin of the Extension Division, Indiana University, 
Bloomington, Ind., Vol. IV, No. 6, February, 1919. 

*&. Town and City Beautiflcation ; Notes and List of Lantern 
Slides, Bulletin of the Extension Division, Indiana Univer- 
sity, Bloomington, Ind., Vol. IV, No. 5, January, 1919. 

*c. The Community Center, Bulletin of the Extension Division, 
Indiana University, Bloomington, Ind., Vol. V, No. 8, April, 
1920. 

3. School Library. 

*a. Reference Aids for Schools, Library Movement in the 
Schools, Bulletin of the Extension Division, Indiana Univer- 
sity, Vol. I, No. 9, May, 1916. 

4. High School Discussion. 

*a. State High School Discussion League Announcements, Indi- 
ana University Bulletin, Vol. XII, No. 13, 1915, Extension 
Division. 

*5. Compulsory Military Service for the United States, High 
School Discussion League Announcements, 1916-17, Bulletin 
of the Extension Division, Indiana University, Vol. II, No. 2, 
October, 1916. 

*c. The Railroad Problem, by Adela K. Bittner, High School 
Discussion League Announcements, 1919-20, Bulletin of the 
Extension Division, Indiana University, Vol. V, No. 2, Octo- 
ber, 1919. 



Parent-Teacheu Associations 83 

VI. Thrift. 

1. Teaching Thrift. 

a. Outline of Lessons to Teach Thrift in Normal and Training 

Schools for Teachers, U.S. Treasury Department, AVashing- 

ton, D.C., August, 1919. 

6. Outline Suggested for Teaching Thrift in Elementary Schools, 

Savings Division, U.S. Treasury Department, August, 1919. 

c. Fifteen Lessons in Thrift, Savings Division, U.S. Treasury 
Department, August, 1919. 

d. Ten Lessons in Thrift, Savings Division, U.S. Treasury 
Department, Washington, D.C., May, 1919. 

VII. Social Hygiene. 

1. Sex Education. 

a. The Problem of Sex Education in Schools, Indiana State 

Board of Health, Statehouse, Indianapolis, Ind. 
6. God's Children, by Emma Lieber, Indiana State Board of 

Health, 
c. From Girlhood to Womanhood, by Emma Lieber, Indiana 
State Board of Health. 

(Other publications may be had from the State Board of 
Health.) 

VIII. Open Air Schools. 

1. Fresh Air Movement. 

a. The Open Air School Movement in Indiana, Indiana State 
Board of Health, and Indiana Tuberculosis Association, 
K. of P. Building, Indianapolis, Ind., October, 1918. 
h. Other publications by the State Board of Health and the 
Indiana Tuberculosis Association. 

Suggested Topics for Study of Problems of Children under School Age 

in the Home 

I. Protection of Mothers. 

1. Prenatal Care. 

*a. Prenatal Care — 1915, U.S. Department of Labor, Children's 
Bureau, Washington, D.C., Care of Children series No. 1, 
Bureau Publication No. 4. 

II. Protection and Care of Young Children. 

1. Care of Infants. 

*a. Infant Care— 1914, U.S. Department of Labor, Children's 
Bureau, Care of Children series No. 2, Bureau Publication 
No. 8. 

*&. To the Mothers of Indiana, Indiana State Board of Health, 
Department of Infant and Child Hygiene, Statehouse, Indian- 
apolis, Ind. 

2. Care of Children of Pre-school Age. 

*a. Child Care— 1918, U.S. Department of Labor, Children's 
Bureau, Washington, D.C., Care of Children series No. 3, 
Bureau Publication No. 30. 



84 Bulletin of tiik Extension Division 

3. The Use of Milk. 

*rf. Dod.uer No. 7 — Milk, U.S. Department of Labor. Children's 
Bureau. 

*h. Milk — The Indispensable Food for Children, U.S. Depart- 
ment of Labor, Children's Bureau, Care of Children series 
No. 4, Bureau Publication No. 35. 

*c. The Foster Mother of the World and Her Relation to Human 
Nutrition, by James J. Harvey, General Secretary Indiana 
Manufacturers of Dairy Products, Indianapolis, Ind. 

Suggested Topics for Study of Problems of Children of All Ages in the 

Community 

I. The Public Protection of the Health of Mothers and Children. 

1. The Proposed Maternity and Infancy Protection Law. 

■"a. The Shepperd-Towner Bill for Public Protection of Mater- 
nity and Infancy, Senate Bill No. 3259, House Bill No. 10925. 

'■^h. Digest of the Shepperd-Towner Bill, U.S. Department of 
Labor, Children's Bureau, Washington, D.C., M. 637, Febru- 
ary, 1920 (1022). 

2. Minimum Standards for the Public Protection of the Health of 
Mothers and Children. 

*a. Minimum Standards for Child Welfare, U.S. Department of 
Labor, Children's Bureau, Conference series No. 2, Bureau 
Publication No. 62, pp. 6-9. 
J). Standards of Child Welfare, Separate No. 3, The Health of 
Mothers and Children, U.S. Department of Labor, Children's 
Bureau, Reprint from Conference Series No. 1, Bureau 
Publication No. 60. 

3. Maternal and Infant Mortality. 

*«. Save the Youngest, U.S. Department of Labor, Children's 
Bureau, Children's Year follow-up Series No. 2, Bureau 
Publication No. 61. 

4. Relation of Low Income to a High Infant Mortality Rate. 

*a. Income and Infant Mortality, by Julia C. Lathrop, Reprinted 
from American Journal of Public Health, April, 1919, pp. 
270-274. 

5. Birth Registration. 

*a. Birth Registration Test, U.S. Department of Labor, Chil- 
dren's Bureau, 1916. 

6. Rural Work. 

*a. Progress in Rural Work for Infant and Maternal Welfare, 
U.S. Department of Labor, Children's Bureau. 

7. Public Health Nurses. 

*a. The Public Health Nurse, How She Helps to Keep the Babies 
Well, by C. E. A. Winslow, D.P.H., U.S. Department of 
Labor, Children's Bureau, Children's Year Leaflet No. 6, 
Bureau Publication No. 47, 1918. 



PaRENT-TkACHKK AsSO(.'1aTIONS Si") 

8. Baby Saving Campaigns. 

*a. Save 100,000 Babies— Get a Square Deal for Children, U.S. 
Department of Labor,, Children's Bureau, Children's Year 
Leaflet No. 1. P.ureau rnblication No. 36, lOlS. 

*&. April-May AVeighing and Measuring Test, Part I, Suggestions 
to Local Communities, U.S. Department of Labor, Children's 
Bureau, Children's Year Leaflet No. 2, Part I, Bureau Publi- 
cation No. 38. 

*f\ April-May Weighing and Measuring Test, Part II, Sugges- 
tions to Examiners, U.S. Department of Labor, Children's 
Bureau, Children's Year Leaflet No. 2, Part II, Bureau 
Publication No. 38. 

*<]. April-May Weighing and Measuring Test, Part III, follow-up 
work, U.S. Department of Labor. Children's Year Leaflet 
No. 2, Part III, Bureau Publication No. 38, 1918. 
r>. Children's Clinics, Health Centers, and Health Conferences. 

*a. Children's Health Centers, U.S. Department of Labor, Chil- 
dren's Bureau, Children's Year Leaflet No. 5. Bureau Publi- 
cation No. 45, 1918. 

*b. How to Conduct a Children's Health Conference, by Frances 
Sage Bradley, M.D.. and Florence Brown Sherbon. M.D.. 
U.S. Department of Labor, Children's Bureau, Miscellaneous! 
Series No. 9, Bureau Publication No. 23, 1917. 

*c. Children's Health Conference, Blank for Examination, Exten- 
sion Division, Indiana University. 

*(l. Weighing and Measuring Test, Record Card, 1918, U.S. 
Department of Labor, Children's Bureau. 

II. Americanization. 

1. The Americanization Movement. 

*«. The Americanization of America, by Lillian Gay Berry, 
Associate Professor of Latin, Indiana University ; Americani- 
zation in Indiana, by the Extension Division Staff, Bulletin 
of the Extension Division. Indiana UniAersity, Vol. IV, 
No. 11, July, 1919. 

III. Juvenile Courts. 

1. Juvenile Delinquency. 

a. Juvenile Delinquency in Rural New York, by Kate Holliday 

Claghorn, U.S. Department of Labor, Children's Bureau. 
h. Courts in the United States Hearing Children's Cases, by 

Evelina Belden, U.S. Department of Labor, Children's 

Bureau, 1918. 
c. Children Before the Courts in Connecticut, by Wm. B. Bailey. 

Ph.D., U.S. Department of Labor, Children's Bureau, 1918. 

IV. Mothers' Pensions. 

1. Existing Laws. 

a. Law Relating to "Mothers' Pensions" in the United States, 
Canada, Denmark, and New Zealand, by Laura A. Thompson, 
U.S. Department of Lal)or, Children's Bureau, Legal Series 
No. 4, Bureau Pultlication No. (!3. 



so Bulletin op the Extension Division 

V. Children in Need of Special Care. 

1. Standards of Care. 

a. Standards of Child Welfare, Separate No. 4; Children in 
Need of Special Care and Standardization of Child Welfare 
Laws, U.S. Department of Labor, Children's Bureau, Report 
from Conference Series No. 1, Bureau Publication No. GO, 
1919. 

VI. Illegitimate Children. 

1. Laws. 

a. Illegitimacy Laws in the United States and Certain Foreign 
Countries, by Ernst Freund, U.S. Department of Labor, 
Children's Bureau, 1919. 

VII. Community Improvement. 

1. Town and City Beautification. 

*a. Town and City Beautification, Bulletin of the Extension 
Division, Indiana University, Vol. IV, No. 5, January, 1919. 

VIII. Visual Instruction. 

1. Motion Pictures. 

a. Visual Education, A Magazine Devoted to the Cause of 
American Education, Published by the Society for Visual 
Education, Inc., 327 South La Salle Street, Chicago, 111., 
$1.00 a year. 

2. Lantern Slides and Exhibits. 

a. Visual Instruction — Rules, Catalog of Sets, and Suggestions 
for Use of Lantern Slides, Motion Pictures, and Exhibits, 
Bulletin of the Extension Division, Indiana University, Vol. 
IV, No. 7, 1919. 

EXTENSION SERVICE 

The Extension Division of Indiana University offers to Parent-Teacher 
Associations : 

1. Advisory service with reference to (a) programs, (6) undertak- 
ings, (c) organization. 

2. Lantern slides and exhibits. 

3. Motion pictures. 

4. Speakers. 

5. Package libraries on child welfare. 

6. Short Studies in Child Welfare, leading to Univei-sity certifi- 
cates. 

7. Home Reading Courses, leading to certificates of the United 
States Bureau of Education. 

8. Pamphlets on various child welfare subjects. 



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